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Bacon Academy Two-Year Report
Bacon Academy
April 29th, 2018 - May 2nd, 2018
Five Categories to choose from when assigning to each recommendation:
a. Completed (8)
b. In Progress (15)
c. Planned for the Future (1)
d. Rejected
e. No Action
1. Ensure the revised core values and beliefs about learning are included in updates
to the written curriculum (S1)
Classification: In Progress
Bacon Academy is in various stages of updating the written curriculum to ensure that it
includes the revised core values and beliefs about learning. Under the guidance of the Director
of Teaching and Learning, departments are working to ensure that the core values and beliefs
are embedded into current curricular documents. These include, but are not limited to: lesson
plans, daily assignments, course syllabi, class vision statements, and written curriculum.
The school’s departments of Science, Visual Literacy, Career Technical Education, Social
Studies, and World Language have evidence of the Bacon Academy core values and beliefs in
their vision statements, class objectives, and written curriculum for each area. Health/Physical
Education, English/Language Arts, and Math are in the process of updating their curriculum
to include the revised core values and beliefs about learning, with an anticipated completion
date of June 2021.
Some examples of the core values and beliefs inclusion in updates to the written curriculum are
as follows:
● In freshman Science classes, students illustrate their learning about the life cycle of an
element through research, collaboration, and presenting their findings.
● In Biology, students engage in rigorous tasks by applying statistical concepts to support
explanations when comparing organisms with and without heritable traits.
● Science and Alternative Energy students foster citizenship and community partnerships
when they develop a presentation for Colchester homeowners to make their homes more
energy efficient.
● Visual Arts students are encouraged to respect diversity, foster citizenship, and set
individual goals while engaged in a collaborative environment.
● Advanced Drawing students work collaboratively to develop proposals and
constructively critique, reflect, and revise works of art.
● In Social Studies classes, students participate in Socratic seminars, which ask them to
discuss and defend their position using evidence to substantiate their claims.
● Geography students are encouraged to connect and engage in their learning when they
are given project options. Diversity and individual goals are supported by giving
students choices such as slideshows, role playing, and group projects. Authentic
experiences and community partnerships are evident in students’ option to create an
emergency plan for Colchester in case of a natural disaster.
● The World Language curriculum encourages effective communication and respect for
diversity. Students are asked to introduce themselves in culturally appropriate ways.
Classroom conversations in all Spanish courses encourage students to engage in their
learning in a cohesive, nurturing environment. In addition to developing skills of
interculturality embedded in every unit, students in all courses complete a quarterly
project of personal interest tied to global awareness and comparing cultures as a part of
their curriculum.
● Authentic experiences and community partnerships are offered to students in Career
Technical Education, Family Consumer Sciences, and Business classes by offering
students opportunities to receive certifications, experiential shadowing and internships.
The district's Director of Teaching and Learning is ensuring that the revised core values and
beliefs about learning are included in the recently updated written curricula.
2. Identify and endorse beliefs about learning that inform the school culture and
guide curriculum, instruction, and assessment programs and practices (S1)
Upload school’s Beliefs About Teaching and Learning document
Classification: Completed
During school year 2018-19, the faculty focused on grading and assessment through several
book studies, whole group discussions, departmental conversations, and consensus building.
The work of several researchers and presenters were consulted, including Thomas Guskey,
Myron Dueck, Rick Wormelli, and Ken O’Connor.
One of the school’s goals for the year was to develop, vote upon, and adopt its beliefs about
teaching and learning. Beliefs About Teaching & Learning as an entire faculty. The entire faculty
formally adopted these beliefs on February 27, 2019 and created the Beliefs About Teaching and
Learning document. The beliefs are as follows:
● All students can learn.
● Teaching and learning are collaborative endeavors.
● Students participate actively in their learning.
● Growth occurs when students learn from their mistakes.
● Instructional practices are responsive to how students learn.
● All content areas have learning standards that define the skills students need in order to
be ready for the future.
On March 18, 2019, the building principal and assistant principal met with a panel of recruited
parents and a student representative to review the Beliefs About Teaching & Learning. This
meeting allowed parents and students an opportunity to provide input, ask questions, voice
concerns, or suggest improvements. The principal led the discussion, introducing the
statements and explaining why they were created. He then led the group through each
statement, allowing for questions and comments. All stakeholders agreed that they understood
and supported the six statements.
Since the beliefs are endorsed by all stakeholders, the school will use them as a guide moving
forward. The school plans to further implement its beliefs into the culture, curriculum,
instruction, and assessment programs and practices.
3. Develop, adopt, and implement a common format that includes the school’s 21st
century learning expectations and complete curriculum for all courses using this
format (S2)
Upload a sample of the standard curriculum form into the portal
Classification: In Progress
In school year 2016-17, a new five-year cyclical process for curriculum writing and renewal
began, which included the adoption of a common format across all grade levels and disciplines.
Standard documents for the writing of curriculum were developed in 2017, and the inclusion of
Bacon Academy’s 21st Century learning expectations (Bacon10) began in 2019. Since then, new
and/or revised curricula for English/Language Arts, World Languages, Visual Literacy, Social
Studies, Science, Technology Education, Business Education, and Family and Consumer
Sciences were completed or are in the process of being completed. Bacon10 are integrated into
curricular documents and are specifically listed in the unit planners for each course.
Henceforth, all newly written curricula will include identified Bacon10 and will be written in
this common format.
4. Ensure that the taught curriculum aligns with the written curriculum (S2)
Classification: In progress
Bacon Academy is in the process of ensuring its taught curriculum aligns with its written
curriculum.
The district’s Director of Teaching and Learning has devised a five-step sequence for
curriculum writing and implementation. This plan staggers the curriculum cycle over the
various departments. The sequence is as follows:
Year 1: Curriculum design and writing
Year 2: Pilot year
Year 3: Full implementation
Year 4: Benchmark development
Years 5 and 6: Monitor/assess/adjust as needed
The Social Studies, World Language, and Science departments began this process in summer of
2018; English/Language Arts and PE/Health began in the summer of 2019; Math and Music
are planned to begin in summer 2020. Each curriculum committee includes representatives
from grades k-12 as well as building administrators. The team writes the grade-level
curriculum and recommends resources to implement the curriculum in the pilot year.
In year 2, the pilot year, the newly written curriculum is implemented and tested. Under the
guidance of department leaders, Professional Learning Community (PLC) teams meet to
calibrate what is written and taught. At the conclusion of the pilot year, teacher teams meet to
review the piloted curriculum and discuss where adjustments may be needed.
In year 3, the reviewed curriculum is fully implemented. During year 4, teams design
benchmark assessments that determine the impact of the curriculum on student learning
outcomes. For years 5 and 6, teams monitor progress, continue administering benchmark
assessments to monitor student learning, and adjust the curriculum as needed.
In years 3 through 6, administrator walkthroughs ensure instruction aligns with curriculum
maps. In addition, formal and informal teacher observations provide opportunities for
administrators and teachers to discuss curriculum.
To facilitate and ensure the alignment between the taught and written curriculum, department
members have common planning time to coordinate curriculum and lesson writing. PLC and
department meetings provide time for focused discussion of curriculum. Teacher leaders
conduct informal walkthroughs within their departments to further inform curriculum
conversations. Teachers within each department also participate in peer observations to
strengthen instructional practices and curriculum implementation.
The revised curriculum process is designed to ensure alignment between the written and
taught curriculum.
5. Create cross-disciplinary connections within curricular documents (S2)
Upload a document that will identify cross-disciplinary connections within the
curriculum documents (Curricular Goals by Discipine)
Classification: In Progress
Colchester Public Schools has begun creating a document that will identify cross-disciplinary
connections within the curriculum documents.
According to the district’s Director of Teaching and Learning, the document will be broken
down by each grade and content area. The document will include categories such as grade level
priority standards and enduring understandings. Once each grade level and content area
complete the document, cross disciplinary connections will be identified. Additionally, when
applicable, time will be given to teachers to calibrate common lessons and units across
disciplines.
Currently, some courses at Bacon Academy allow for cross-disciplinary connections. For
example, the Senior Capstone Course requires students to apply a broad range of skills they
have acquired throughout their across all disciplines. In school year 2020-21, this course will be
taught by both a Social Studies teacher and an English teacher, allowing multiple disciplines to
teach and develop the course. Moreover, the Social Studies and English departments have
collaborated to teach speaking and listening skills and argumentative writing skills. Another
example of cross-disciplinary learning occurs in Community Activism, where students are
taught by a Science teacher and an English teacher. Additionally, courses such as STEM
Physics, Science and Alternative Energy, are co-taught by Science and Career and Technical
Education (CTE) teachers, which exposes students to cross-disciplinary learning.
The school and the district have begun the process of designing more cross-disciplinary
connections. Creating a cross-discipline curricular document will serve as a starting point for
students to experience a comprehensive, diverse, and connected curriculum.
6. Expand vertical articulation between and among all content areas K-12 (S2)
Classification: In Progress
Colchester Public Schools’ Director of Teaching and Learning has established protocols that
guarantee that vertical articulation amongst content areas K-12 will occur during the first two
years of the curriculum development process.
Content area curricular committees, composed of grade-level representatives grades k-12, meet
in the first and second year of implementation to write and make adjustments to sequencing
and pacing of the curriculum. With their PLCs, department leaders routinely facilitate
discussions focused on curricular goals and teaching practices.
Vertical articulation between content areas occurs less frequently. Since 2019, curricular
documents illustrate grade level standards across courses. These documents will facilitate
cross-curricular discussions on grade level expectations for students. In alignment with district
goals, curricular offerings will increasingly blend career and technical coursework with core
content areas, although plans for the merging of courses is in its infancy.
Therefore, vertical articulation between and among all content areas will be accomplished once
all curricula have been renewed.
7. Ensure appropriate time and funding for curriculum development and revision
(S2)
Classification: Completed
For school year 2019-20, the district curriculum budget was increased by $130,000 to support
the Science, Career and Technical Education (CTE), Visual Literacy, and World Language
curricula. This funding supports curriculum writing and the purchase of materials needed to
implement the new curriculum. Unexpended funds from school year 2019-20 were allocated to
support five days of curriculum writing during the summer for the Health/Physical Education
and English/Language Arts curricula. Funding supports summer curriculum writing, allowing
for a consistent and focused development process. Teachers use the following school year to
pilot the new curriculum, provide feedback, and make adjustments through Professional
Learning Communities (PLCs). The proposed 2020-21 budget includes $21,000 allocated to
curriculum writing during the summer of 2020.
By utilizing unexpended funds to finance summer curriculum work, the district’s Director of
Teaching and Learning ensures ample time and funding for curriculum development and
revision.
8. Collaborate between departments to create cross-curricular learning experiences
for all students (S3)
Classification: In progress
Collaboration between departments to create cross-curricular learning experiences for all
students occurs both informally and formally.
The school’s Career and Technical Education (CTE) department has worked diligently to
create cross-curricular learning experiences for students. For school year 2019-20, two sections
of Science and Alternative Energy were co-taught by both a science and a CTE teacher. A
Science, Technology, Engineering and Mathematics class (STEM Physics) is co-taught by both
a science and CTE teacher. All areas of CTE (Family and Consumer Science, Business, and
Technology Education) created a Program of Study document for each of its career pathways,
which delineated required and recommended courses to complete the pathway. Additionally, the
CTE department scheduled two advisory board meetings for SY19-20. These board meetings
include representatives from school administration, school counseling, CTE teachers, parents,
students, and business and industry members. The first meeting focused on programming and
college and career readiness outcomes. These board meetings will continue to meet twice per
year.
The English and Social Studies departments have collaborated to focus on argument and
argumentative writing through the lens of their respective departments. They have
collaborated to purposefully plan these lessons. Additionally, the Community Activism course is
taught by both an English teacher and a Science teacher who collaborate on topics and projects.
More formally, the Director of Teaching and Learning has begun designing a multi-curricular
grid of enduring understandings. When the core curricular areas of math, science, social studies
and English/language arts have completed their curriculum revision cycle, this grid will be
completed and shared with all department areas in all grade levels. This guiding document will
serve as an entry point to more meaningful collaboration between and among content areas. By
summer 2020, all core areas will have their priority standards shared in a similar way.
Overall, both formal and informal collaboration between departments to create cross-curricular
learning experiences for all students is in progress.
9. Develop and implement a system to continuously examine and support teachers’
instructional practices to ensure alignment with the Bacon10 and the newly
revised core values (S3)
Classification: Planned for the Future
The administration and faculty have begun to lay a foundation for developing and
implementing a system to continuously examine and support teachers’ instruction practices to
ensure alignment with the Bacon10 and the newly revised core values.
The school’s advisory program links the core values and provides teachers with lessons on
social and emotional development.
In school year 2018-19, the faculty examined philosophy and practices of assessment. In school
year 2019-20, the faculty examined rigorous tasks. As a direct result of this work, many
departments have linked Bacon10 to their lessons, units, and assessments so that students are
aware of the connection between their coursework and Bacon10.
Although no formal system is in place school-wide, several departments examine instructional
practices to ensure alignment with Bacon10. World Language, Career and Technical Education
(CTE), and Visual Arts have each collaborated during professional learning community
(PLC)/department time to support teachers’ instructional practices on an informal basis.
A system to continuously examine and support teachers’ instructional practice to ensure
alignment with Bacon10 and the newly revised core values does not exist schoolwide; however,
once the school has designed a system to assess the progress of Bacon10, it will be able to
address this recommendation.
10. Develop and implement a formal process to assess and communicate whole-school
and individual student progress in achieving the school’s 21st century learning
expectations (S4)
Classification: In Progress
Bacon Academy is in the process of developing and implementing a formal process to assess
and communicate whole-school and individual student progress in achieving the school’s 21st
century learning expectations (Bacon10).
While universal criteria have yet to be implemented school-wide, significant work towards this
goal has been accomplished. The faculty audited the Bacon10 to identify which skills are taught
and assessed in their content areas. Each department identified those skills that align to their
curriculum. Teachers in all disciplines have integrated Bacon10 skills into their curriculum and
designed specific ways to assess and communicate their progress toward these skills.
During school year 2018-19, the faculty received professional development around the best
practices of assessment. This work is now being used in curriculum development and common
planning time for teachers to identify or develop common formative assessments that will
measure the school’s 21st century learning expectations. For example, the Social Studies
department and reading specialist recently created a common formative assessment to assess
students reading comprehension. This task will help teachers assess how well students analyze
and evaluate sources in order to synthesize information and reach relevant conclusions. Other
departments will continue to do this work within the curriculum development process and
Professional Learning Community (PLC) time.
Additionally, the Senior Capstone course is a graduation requirement for every student
beginning with the class of 2023. Currently, approximately 20% of grade 12 students enroll in
Capstone. In this course, students must demonstrate their ability to meet all Bacon10 skills
through job shadowing, completing a final project, and compiling a skill-based portfolio. The
skill-based portfolio will allow all senior students to demonstrate how they are meeting each
Bacon10 skill, by developing a minimum of 30 examples of how specifically the students are
meeting Bacon Academy’s 21st century learning expectations. The course ends with a final
presentation to all stakeholders in the community including parents, students, Board of
Education members, and Central Office personnel.
The school is in the process of assessing individual student progress in meeting the Bacon10,
but needs to create and implement a formal process for communicating whole-school and
individual student progress.
11. Ensure that students are given regular opportunities to meet the school’s 21st
century learning expectations (S4)
Classification: In Progress
Bacon Academy has begun the process of ensuring that students are given regular
opportunities to meet the school’s 21st century learning expectations (Bacon10).
Bacon Academy’s teachers strive to make all lessons applicable to real-world scenarios aligned
with Bacon10. In the Career and Technical Education (CTE) department, for example, some
students are provided with work opportunities at local businesses (B10 #4) as well as working
on real problems they may face in the work of their trades, such as repairing vehicles. The Early
Childhood class has students run a part-time daycare out of the classroom (B10 #3-4). Other
opportunities include courses such as Community Activism, an interdisciplinary class that
requires students to use problem-solving skills to tackle issues of societal importance in a
practical manner, often fundraising and implementing potential solutions.
Each of the core academic disciplines give students ample opportunities to meet Bacon
Academy’s 21st century learning expectations. In the World Language classes, for example,
students learn new languages (B10 #1) and learn about different cultures and examine their
perspectives (B10 #5). In Social Studies and English classes, students analyze and synthesize
multiple sources of information (B10 #8) to substantiate claims (B10 #9) and communicate
those in a variety of ways including essays, debates, and speeches. All grade 9 students must
present research projects on a “World’s Fair” night that is open to the general public (B10 #1).
Other departments, meanwhile, frequently apply real-world scenarios and problems that
students must solve. In science classes, students address energy crises; in one math class,
students complete a project-based learning activity regarding town growth proposals and
budget creation; in the Life Skills program, students learn basic money counting and
communication skills (#7).
In addition to these opportunities, the School Counseling department holds meetings with
every grade 11 student to help them identify and articulate post-secondary goals and
recommend classes and courses of action to achieve those goals (#6). School counselors School
counselors also arrange career and college fairs every school year to help students explore
post-secondary opportunities.
All students use technology ethically and responsibly to complete tasks and achieve goals (#10)
on a regular basis because a great deal of their work is submitted digitally and uses a wide array
of technological tools. Now more than ever, teachers are well-versed in digital instruction. All
teachers received professional training to make optimal use of the Google Classroom suite of
tools and extensions to aid instruction and student success.
Bacon Academy is also in the process of implementing a new graduation requirement in the
form of an interdisciplinary Senior Capstone course. This course encompasses all of the school’s
21st-century learning expectations, requiring students to identify potential areas of career
interest, work with local professionals to set up their own job shadowing experiences, and
produce a final project to present before a critical audience. Throughout the course, students
must apply the full set of skills learned throughout high school to create projects that are
authentic and personal as they continue to prepare for post-secondary opportunities. This
course will be fully implemented as a graduation requirement beginning with the class of 2023.
Students at Bacon Academy are already given ample opportunities to meet the school’s
21st-century learning expectations. With the implementation of the Senior Capstone course as
a graduation requirement, a formal system will soon be in place to ensure that all students are
provided with opportunities to meet the school’s 21st century learning expectations.
12. Ensure that time dedicated to PLCs is focused on improved teaching and learning
(S4)
Attach the Department Planning Worksheet and the Task Tuning Protocol
Classification: Completed
Bacon Academy ensures that time dedicated to PLC’s is focused on improved teaching and
learning.
In school year 2018-2019, each department leader was required to develop and share their
yearlong PLC plans and goals with administration utilizing the Department Planning
Worksheet. After each PLC, department leaders share their meeting minutes and action notes
with their assigned administrator. Administrators consistently complete walkthroughs and
engage in conversation with the departments. This has been implemented successfully.
PLC time is also used to plan instruction and interventions. In particular, the Math and English
departments administer the computerized Standardized Test for the Assessment of Reading,
Math and Early Literacy (STAR test) as a universal screening tool for all grade 9 and grade 10
students at least three times per year. The departments use PLC time to analyze test data and
determine tier 1 and 2 interventions. STAR data is also used by teachers to identify individual
learning needs, guide instruction, and monitor students’ progress.
Departments also use PLC time to coordinate, identify, investigate, and evaluate departmental
student learning objectives (SLOs). Students’ progress is monitored, and evaluations help guide
instruction and identify individual learning needs.
During school year 2019-20, Bacon Academy focused on increasing the level of rigor in tasks
that are assigned to students in all disciplines and levels. Departments performed the Task
Tuning Protocol during PLC time. As a result of this work, teachers strived to increase rigor,
engagement, and high order thinking. Grade-level teams worked together to ensure consistent
implementation.
Because of increased accountability, all departments have dedicated PLC time to analyzing
student performance and instructional outcomes which, in turn, improve teaching and learning.
13. Create and implement a clear philosophy of grading and reporting (S4)
Attach the Principles of G & A to the report
Classification: In progress
During school year 2018-19, the faculty focused on grading and assessment and created a clear
philosophy of grading and reporting. The activities included several book studies, whole group
discussions, department-based conversations, and consensus building. The work of several
researchers and presenters were consulted, including Thomas Guskey, Myron Dueck, Rick
Wormelli, and Ken O’Connor. One of the school’s accomplishments for the year was to develop
and vote upon Principles of Grading & Assessment as an entire faculty. The faculty formally
adopted these beliefs on March 8, 2019. The Principles adopted are as follows:
● Learning expectations are clear and consistently communicated.
● Assessments measure skills aligned with standards, curriculum, and Bacon 10.
● Assessments evaluate a student’s level of proficiency at a given point in time.
● Assessments provide feedback to reflect, refine, and grow.
● Assessments measure progress to inform instruction and academic support.
● When appropriate, students can choose how they demonstrate their learning.
● Teachers of the same course coordinate assessment and grading.
Starting school year 2019-20, all incoming staff are fully introduced to the Principles. Currently,
Bacon Academy does not uniformly implement the Principles of Grading & Assessment. The
creation of the Principles guarantees a common understanding among faculty with regards to
grading and assessment; however, full implementation of the Principles is in progress.
14. Address and remediate demographic inequities in student participation in higher
level courses (S5)
Attach the Course Override Form to the report
Classification: In Progress
Bacon Academy is at the beginning of its efforts to promote student participation in higher
level courses, no matter their demographic classification.
During school year 2018-2019, the faculty drafted, voted upon, and accepted Beliefs About
Teaching & Learning that guide instructional and decision-making practices. Those statements
include:
1. All students can learn.
2. All content areas have learning standards that define the skills students need in order to
be ready for the future.
3. Instructional practices are responsive to how students learn.
4. Growth occurs when students learn from their mistakes.
5. Teaching and learning are collaborative endeavors.
6. Students participate actively in their learning.
When new staff are hired, these beliefs are shared with newly hired staff so they understand the
collective agreement of the faculty.
As a result of this preliminary work, efforts have been made to remove institutional barriers to
higher level courses. In school year 2019-20, the school reduced the amount of instances in
which students were placed in Level 1 (remedial) courses by eliminating those courses
whenever possible. Level 1 courses were eliminated in all freshman-level English and Science
courses. Students originally scheduled into Level 1 courses were reassigned to Level 2
(college-prep) courses. The Math department has had several meetings to discuss the
possibility of eliminating Level 1 courses as well. Whenever possible, co-teachers and
paraprofessionals provide additional support to students in those classes. The school will
expand this practice through school year 2020-21 and beyond.
The school also recognized many factors within the course recommendation and request
processes that could potentially limit students’ options. To minimize those factors, building
administrators and department leaders encourage teachers to advise students individually
about courses and possible challenges. Additionally, course prerequisites were considered and
removed or modified if they were not curricularly-based. For example, prerequisites based on
earned grades in previous courses were removed. If a student needed to learn the content of
one curriculum before taking the next (e.g. Spanish I before Spanish II), those prerequisites
were kept.
Additionally, the course override process was reviewed. Administrators and department leaders
on the Bacon Leadership Council (BLC) reviewed the course override form. The previous form
contained this cautionary language:
“The rigor of the leveled course you are requesting may be above or below your child’s
demonstrated level of academic ability. You assume full responsibility for all resulting
academic and disciplinary consequences due to this placement (including private
tutoring).”
The statement was replaced with the following::
“The expectations and challenge of the course/level you are requesting may be above or
below your child’s demonstrated level of academic ability.”
The language removes a barrier to students who want to challenge themselves with more
rigorous courses. The school policy was changed so students can access support if needed.
During school year 2019-20, the district’s Pupil and Personnel Services administration and
Bacon Academy’s administration worked with special educators to redesign and implement
supports and accommodations that will allow for more students to access higher level courses.
Although this work has begun, the school still needs to audit demographic data in all level
courses across all departments to identify specific inequities and create a plan to improve them.
Within the plan, the school will consider all available financial and human capital resources that
may be used to create support for all students, especially the underrepresented populations.
This is planned for the future.
15. Establish clear protocols and implementation benchmarks for PLC meetings to
ensure that teacher collaboration time is focused on student’s achievement of the
21st century learning expectations (S5)
Attach Task-Tuning Protocol and Antonetti’s Powerful Task Rubric
Classification: Completed
Bacon Academy has established clear protocols and implementation benchmarks for PLC
meetings to ensure that teacher collaboration time is focused on student’s achievement of the
21st century learning expectations (Bacon 10).
Each August, during summer leadership work day, teacher leaders individually map out their
department’s year-long PLC focus plan. In the fall, these plans are reviewed with the building
principal. At the mid year, to further enhance the alignment of department PLC work with the
Bacon10, each department chooses at least one Bacon10 skill to uniformly focus their
instruction, assessment, and reflective practices around. This connection to the Bacon10 is
prominently articulated in the meeting agenda and central to the assessment data analysis.
Bacon Academy’s school-wide instructional focus for school year 2019-20 was task rigor. The
work surrounding task rigor promoted the implementation of Bacon10 in instructional
practices and the protocols for PLC time. The school leadership team was trained in the task
tuning protocol, which was designed to ensure that teachers were reflecting and fine tuning
student learning opportunities rooted in the 21st century learning expectations (Bacon10).
This protocol is rooted in Antonetti’s Powerful Task Rubric, which illustrates the level of
rigorous demand a task can and should place on a student completing it. The tuning protocol
used in the PLC meetings was designed for colleagues to support each other in increasing
cognitive demands.
Regarding universal benchmarks, the majority of the departments administer them. The Math
and English departments both administer the Standardized Test for the Assessment of Reading,
Math and Early Literacy (STAR test) multiple times a year as a universal screening tool in
grades 9 and10. The analysis of student data is used to design instructional practices as well as
place students in tiered supports. Departmental benchmarks are implemented in the majority of
the departments. For example, Social Studies administers and analyzes three common
benchmarks per grade level; World Language administers a common assessment every unit.
In addition, the district implemented four early-release days for teachers to review the student
data these benchmarks yield. PLC agenda and meeting minutes submitted by department
leaders substantiates that time is spent analyzing student performance on the Bacon 10.
16. Correct any school-wide practices that exclude students from SRBI, intervention,
or academic support (S5)
Classification: Completed
The school has corrected its school-wide practices that excluded students from scientific
research-based interventions (SRBI) or academic support.
Upon receiving this recommendation, the school immediately examined its practices and
policies across the building to identify any exclusionary practices in place. School leadership
considered all practices and did not limit to only cases involving students receiving
interventions and support.
The first practice identified was the Course Override Request process and form. Administrators
worked with department leaders on the Bacon Leadership Council (BLC) to review the form.
The override form completed by the student and parent contained cautionary language, stating,
“The rigor of the leveled course you are requesting may be above or below your child’s
demonstrated level of academic ability. You assume full responsibility for all resulting academic
and disciplinary consequences due to this placement (including private tutoring).” The
statement was removed and replaced with this statement: “The expectations and challenge of
the course/level you are requesting may be above or below your child’s demonstrated level of
academic ability.”
Additionally, building administrators, department leaders, and teachers audited the Program of
Studies to review course descriptions and assigned prerequisites to identify any exclusionary
practices. Several courses had prerequisites that were limiting access for students based on their
grades in a previous course. School leaders significantly reduced those occurrences and limited
the use of prerequisites to curricular-related instances and not based on student performance in
a prior course.
The school also reviewed student access to SRBI services. In the past, students identified with a
disability through an Individualized Education Plan (IEP) would not be eligible for SRBI
supports. This practice was identified as exclusionary. Now, students with an IEP can access
SRBI supports for skill deficits that are different than those addressed through IEP goals. The
school has removed this barrier, and all students at Bacon Academy are eligible for SRBI
supports.
As a result of this work, exclusionary practices that limit students’ access to interventions and
academic support have been removed.
17. Hire a certified library media specialist (S6)
Classification: Completed
Bacon Academy hired a full-time Library Media Specialist who began in the 2018-2019 school
year. She has been on staff since then and the position will always remain funded. She also has
the support of two excellent paraprofessionals that support her in the Library Media Center.
18. Solicit and use feedback from the school community to improve support services
in order to ensure that each student achieves the school’s 21st century learning
expectations (S6)
Attach the Academic Support Guidelines to the report
Classification: In Progress
To ensure that each student achieves the school’s 21st century learning expectations, feedback
is being solicited from the school community to improve support services at Bacon.
During school year 2018-19, the superintendent held many focus groups and surveyed the
community. He found a need to improve support services. Consequently, the school began
examining its instructional practices and learning opportunities for all learners in alignment
with the school’s 21st century skills, Bacon10. Using the available data, such as state
assessment data, the school began restructuring its programs.
Currently, if a student does not have an individualized education plan but needs additional
academic support, the student is referred to the school’s program for targeted intervention in
math, reading, and writing skills. This program has been expanded to include special education
students as needed.
Students with 504 plans have the option of receiving support from the intervention program as
well as Academic Support. Academic Support is a special study hall staffed by certified teachers
who support student learning. The Academic Support teacher reviews grades and assignments
with every student to ensure the student knows what is being asked and how to accomplish it.
Parents participate in the 504 meetings to determine if Academic Support is needed.
In the Special Education department, the continuum of support has grown and will continue to
evolve to include learning lab, co-taught classes, and enhanced curricular programming in the
school’s self-contained programs. Teachers, parents, and students have contributed to the
evolution of these student support programs.
For the Alternative Education program, the district hosted parent and student brainstorming
sessions and developed a taskforce to redesign this program. The outcomes of this collaboration
are a more rigorous learning environment focusing on achievement of the content area
standards as well as the 21st century learning expectations identified in the Bacon10. For
example, these students have engaged in an inquiry project in partnership with various
community members.
Teachers of the self-contained program for students with emotional disturbance partnered with
the region’s educational service center, EastConn, and with general education teachers to
enhance their program components and prepare their students to achieve the Bacon 10 skills.
The Transition and Life Skills programs have undergone revisions, and there are increased
community partnerships and enhanced learning opportunities for all learners. This array of
support is driven by student needs as identified in individualized planning meetings.
Throughout the revision of the Life Skills program, parents were informed of the changes and
were offered the opportunity to participate in hiring a new teacher. The newly hired teacher has
increased the frequency with which the students’ work aligns with Bacon10. The students in
the program will collaborate with the Student Council to employ 21st century learning at the
school store. In the future, this program will continue to evolve in partnership with parents,
community members, and other students.
The district has developed an 18-to-21 program focusing on transitional life skills for identified
students. This program is closely aligned with Bacon10 #2, as the students collaborate with the
local community through learning partnerships. Parents and community business members
play a large role in these experiences for students.
The Life Skills classroom teacher partnered with the Transition Specialist to organize a parent
night for April 30, 2020. Though this event was canceled due to the COVID-related school
closure, it will be rescheduled. During this event, parents will be able to meet with the
Transition Specialist from the Department of Disability Services (DDS) and a Level Up
counselor from the Bureau of Rehabilitation Services (BRS). This event will help students and
families plan for post-secondary life.
The Life Skills teacher and Transition Specialist will continue to collaborate with other state
agencies to explore occupational schooling options for special needs learners.
Bacon Academy will continue to solicit feedback from the school community to improve the
support services, ensuring each student achieves the school’s 21st century learning
expectations.
19. Revise and implement a written comprehensive developmental school counseling
program aligned to current standards that ensures that all students benefit from
personal, academic, and career and college services to ensure that each student
achieves the school’s 21st century learning expectations (S6)
Classification: In Progress
Bacon Academy’s School Counseling Department recognizes the need to revise and update the
current comprehensive developmental school counseling program to align to current standards.
As such, the current developmental curriculum aligns with both state and national school
counseling standards. In order to continue to best serve the needs of the students, the
department will use the Connecticut School Counseling Association (CSCA) standards
(released in 2020), in conjunction with the American School Counseling Association (ASCA)
2019 standards, to guide the revision and implementation of its new curriculum.
The department has planned and implemented various opportunities for students’
post-secondary exploration via annual programming including the following:
● increased usage of Naviance for students’ (and parents’) post-secondary exploration to
support college and career readiness
● financial aid night
● dual enrollment/Advanced Placement night
● college representative visits
● individualized opportunities for students to meet with military, college, and vocational
representatives
● a college fair
● a career fair
The department continues to build upon this programming by planning additional
opportunities for students during school year 2020-21, including disseminating ASVAB
opportunities, streamlining the dual enrollment registration process for students, and revising
the grade 10 developmental guidance lessons to promote earlier exposure to post-secondary
planning. The Bacon Academy School Counseling Department will align developmentally
appropriate curriculum and ensure that all students benefit from social-emotional, academic,
and career and college services.
Bacon Academy is in the process of revising and implementing a written comprehensive
developmental school counseling program to ensure each student achieves the school’s 21st
century learning expectations.
20. Provide dependable funding for sufficient technology, staffing needs, professional
development, curriculum revision, and extended learning opportunities (S7)
Classification: Complete
Colchester Public Schools provides dependable funding for sufficient technology, staffing needs,
professional development, curriculum revisions, and extended learning opportunities at Bacon
Academy.
In 2016, a district Digital Conversion Team (DCT) convened to write technology goals for the
district. Since then, the DCT has worked with Bacon Academy’s technology team to develop a
long-term, sustainable technology budget. The town adopted a 2019-20 budget that increased
the district technology line from $124,000 to approximately $274,000; furthermore, the Board
of Education has verbally committed their support to a $353,000 annual technology budget that
supports both one-to-one devices for all students at Bacon Academy and high-tech labs for
specific content areas.
The Board of Education has also supported the use of grant funds to provide high-quality
professional development (PD) to Bacon Academy faculty. The total amount of funds for PD
allocated through the Title I grant has increased from $5,000 to $12,000 since 2018. Funds
from this grant cover the costs of after-school programs, tutors, and transportation. These
programs provide interventions for struggling students as well as preparation for the state’s
standard assessment (the SAT) in both evidence-based reading/writing and mathematics.
Bacon Academy faculty have also benefited from the $8,000 allocated from Title IV and $41,000
allocated from Title II in the past year to support PD needs. The district will continue to
allocate funds from government grants to support the training of Bacon Academy faculty in
coming years.
As student enrollment decreases, Bacon Academy has worked with the Central Office to
reallocate funding and design a plan to provide staffing to areas of critical need. For example,
Bacon Academy administration plans to create a new full-time Math Coach position to support
the math department’s instructional practices and interventions.
For school year 2019-20, the district curriculum budget was increased by $130,000 to support
the Science, Career and Technical Education (CTE), Visual Literacy, and World Language
curricula. This funding supports curriculum writing and the purchase of materials needed to
implement the new curriculum. Unexpended funds from school year 2019-20 were allocated to
support five days of curriculum writing during the summer for the Health/Physical Education
and English/Language Arts curricula. Funding supports curriculum writing that occurs
during the summer, allowing for a consistent and focused development process. The proposed
2020-21 budget includes $21,000 allocated to curriculum writing during the summer of 2020.
Bacon Academy continues to develop its funding for extended learning opportunities targeting
students in need of interventions. In school year 2020-21, Bacon Academy will offer free online
courses to students in the Alternative Education program. Online courses will provide students
enrolled in this program with unique and specialized course opportunities that may fit their
individual interests and academic needs. Beyond academics, Bacon Academy is also working
with external partners to establish drug abuse counseling for students whose lives are
personally affected by addiction, whether it be a personal struggle or family related.
Colchester Public Schools has prioritized dependable funding for sufficient technology, staffing
needs, professional development, curriculum revisions, and extended learning opportunities at
Bacon Academy.
21. Increase communication with all staff members regarding updated information on
the status of budget allocations (S7)
Classification: Completed
Bacon Academy’s administration increased communication with all staff members regarding
updated information on the status of budget allocations.
Initially, Bacon Academy’s administration reviewed this recommendation with the school’s
Bacon Leadership Council (BLC). BLC is comprised of the teacher leaders from every
department in the building and building administration. BLC felt that the communication about
the status of budget allocations from administration was clear and they had a voice in
developing the building’s budget each year; however, the Endicott Survey results indicated a
different level of understanding by the rest of the faculty.
As a result of this conversation, BLC designed a standard communication process so all
teachers have an opportunity to hear about the budget process and provide input. This process
includes a yearly standard item on the October faculty meeting agenda, which is the beginning
of the budget-building process. The principal will describe the budgetary process, the timeline,
and how teachers can provide input about budgetary needs through their department leaders.
Each department leader will then discuss their budget in finer detail at their next department
meeting. During this department meeting, teachers will have a chance to ask questions, provide
input, and better understand their department’s budget requests.
To further add to the transparency of the budgetary process, the principal devotes time at
spring faculty meetings to share budget updates for the district, the building, and individual
departments.
Taken together, these steps have clarified the budgetary process for all faculty.
22. Improve the alternative education program location to align with the Americans
With Disabilities Act (ADA) Standards (S7)
Classification: In Progress
A committee of administrators, teachers, students, and parents will convene in the summer and
fall of 2020 to develop a comprehensive plan to improve the alternative education program. The
plan will include a review of the site location and possible improvements to the site or
considering a new location.
District administration plans to make improvements to the current site of the alternative
education program or move the program to a site that is ADA compliant.
23. Continue to explore efficient tools to actively engage parents and families,
especially those who are less connected with the school (S7)
Classification: In Progress
Bacon Academy continues to explore efficient tools to actively engage parents and families,
especially those who are less connected with the school.
The school continues to use and further develop its capacity in Powerschool. In school year
2019-20, the district implemented E-Collect, a computer application that allows families to
update their demographic information electronically. Through the Powerschool portal, all
teachers can access the contact information of their students’ parents and guardians. The
school’s teacher evaluation plan requires all teachers to log their contact with parents and
caregivers. Additionally, the school continues to use electronic forms of communication --
Twitter, School Messenger, and its digital backpack, which is published on the district’s website
every Friday. Google Classroom and other Google Tools enable teachers, administrators, and
parents to communicate in various and flexible ways.
The State of Connecticut created new guidelines that prioritized student attendance at all grade
levels. As a result, the school’s administrative team has worked closely with the school
counseling department to establish a plan to meet with parents and students who are not fully
engaged in school. These meetings include students who are in danger of not graduating, in
danger of attendance failure, or in danger of being retained due to loss of credit.
Currently, the Superintendent is working on developing a coordinated communication plan
with the Colchester Board of Education. This plan is scheduled to be in place by Fall 2020. The
goal of this plan is to improve the entire district’s methods of communication by setting goals
and refining processes. As part of this plan, the district’s website will be fully updated by June
30. 2021.
Overall, Bacon Academy is committed to actively engage parents and families in its
decision-making processes at the school, including grade reform, hiring committees, and other
large-scaled initiatives. Efforts are being made to reach out, especially to those who are less
connected with the school.
24. Develop specific and measurable criteria for the schools’ 21st century learning
expectations, or Bacon10, and ensure that students receive feedback on how they
are meeting these criteria.
Classification: In Progress
During school year 2017-18, the faculty began the work of developing and creating a generic
evaluation tool that could ensure students receive feedback on the school’s 21st century skills in
every class. The evaluation tool was piloted; however, feedback indicated the tool was
ineffective. That tool was discontinued and a new tool is in the process of being developed.
Building administrators have elicited the support of curriculum and instruction expert Kevin
Perks, Ph.D. from WestEd, to help design an effective set of tools to measure and communicate
student progress.
While universal criteria have yet to be implemented school-wide, significant work towards this
goal has been accomplished. The faculty audited the Bacon10 to identify which skills are taught
and assessed in their content areas. Each department identified those skills that align to their
curriculum. Teachers in all disciplines have integrated Bacon10 skills into their curricula and
have designed specific ways to provide feedback to students on their progress toward these
skills. Additionally, the school has integrated Bacon10 into the district teacher evaluation plan,
requiring every teacher to align their student learning objectives (SLOs) with at least one of the
skills.
Departments are in different stages of ensuring that students receive feedback on how they are
meeting these criteria:
● In the Senior Capstone course, an interdisciplinary course that is now a state graduation
requirement, every student must demonstrate their ability to meet all ten of the
Bacon10 skills through job shadowing, completing a final project, and compiling a
skill-based portfolio.
● The World Languages department has built Bacon10 skills #1 and #5 into all classes,
and students must monitor and reflect on their progress with these skills throughout
the entire school year as a part of their standards-based grade.
● English and Social Studies teachers emphasize the connection between the Bacon10
skills and course-specific curriculum, and the Art department has built Bacon10 skills
into their course syllabi.
● The Science department has built Bacon10 #1 extensively into their course curricula as
they update all courses to align with Next Generation Science Standards (NGSS).
Teachers provide feedback to students on those skills as well as the content-specific
expectations for their assignments.
This work is in progress, and faculty are committed to designing an effective system for
developing specific and measurable criteria for the schools’ 21st century learning expectations,
or Bacon10, and ensuring that students receive meaningful feedback.