District Improvement Plan

The overall goal of the District Improvement Plan and Individual School Improvement Plans is to build systemic and sustainable capacity to carry out data-supported planning going forward. Planning helps prioritize major initiatives and may impact far-reaching areas including curriculum development, teaching and learning, assessment, organization, facilities improvements, and data management.
The Bedford Public School District can improve student learning and system effectiveness by engaging in a cycle of continuous improvement to manage its performance. To support this purpose, we have developed a multi-year District Improvement Plan that includes processes to support schools, students, and staff in their performance management efforts. The District Improvement Plan has been designed to meet local, state, federal, and program accountability requirements.
Our District Improvement Plan must be evaluated and revised annually based on a number of components including but not limited to:
  • Correlating Core Values 
  • Initiative Titles
  • Goals 
  • Objectives
  • Action Steps
  • Resources
  • Description of staff responsible for overseeing accomplishment of initiatives
  • Outcomes or Products
  • Timelines for Implementation/Completion of Strategies
In the spirit of each school year, the District Improvement Plan should be reviewed in its entirety and the plan updated for the new school year. This should precede the development of the School Improvement Plans, produced by the individual school's School Council, that are closely linked to the updated District Improvement Plan. Goals and objectives that have been accomplished may be eliminated from the future plan. Those goals that have not been completed should be carried over to the new plan.
Any new goals that are acted upon in the new school year will be supported minimally by articulated objectives, strategies, and person(s) responsible. This planning cycle, when successfully and routinely adopted, will maintain focus and stability over time.
For purposes of clarity, this district improvement planning process starts as a series of separate initiatives intended to be congruent. While the initiatives generally should be sequentially intertwined, they will not necessarily always coincide but may overlap between the phases and steps to accomplish each. As such, identified persons responsible for implementation should not feel bound to strictly interpret action steps as sequentially listed. They should feel empowered to "tweak" the initiative to fit the specifics as the work evolves.
Finally, all district and school staff should remember the purpose of the district improvement planning process: to focus and provide a plan of action that consistently reinforces student learning and achievement.
Superintendent Philip Conrad