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It outlines commitments to social-emotional well-being and whole-child development, supported by specific initiatives and staff training. The document details continuous improvement structures, curriculum review and revision, and the use of SBA interim assessment blocks aligned to units of study. It also reports local assessment tools and achievement level descriptors with ELA and Math results across 2022–2025.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/smarter-balanced-results-2025-strategic-actions/504565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/smarter-balanced-results-2025-strategic-actions/504565.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-08","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional practices does the plan prioritize for high leverage student competencies?","Question",{"text":112,"@type":113},"It focuses on educator goal setting that prioritizes high leverage student competencies and teaching practices, with targeted feedback on individualized goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which curriculum and assessment strategies support continuous improvement?",{"text":117,"@type":113},"The plan establishes literacy leadership, develops a district literacy plan, engages in ongoing professional learning, and reviews and revises K-3 shared and interactive read-aloud units while aligning SBA interim assessment blocks to units of study.",{"name":119,"@type":110,"acceptedAnswer":120},"How are ELA and Math performance monitored across grades?",{"text":121,"@type":113},"ELA and Math monitoring uses local assessment instruments such as DIBELS, DRA, running records, classroom observations, student work samples, performance tasks, and SBA interim blocks, paired with achievement level descriptors to interpret outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504565,1791073991,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","The Barkhamsted  \nSchool  \nINSPIRE ⌘ EMPOWER ⌘ SOAR  \nSmarter Balanced Results  \n2025  \nStrategic Actions  \n\n| 2024-2025 |  |\n| --- | --- |\n| Shared Vision and Theory of Action | ● Focus on educator goal setting that prioritizes high leverage student competencies and teaching practices. Provide targeted feedback on individualized goals. |\n| Commitment to Social Emotional Well-being | ● Establish a new School Climate Committee\u003Cbr>● Develop a School Climate Improvement Plan Based on Most Recent Legislation\u003Cbr>● Staff Training in School Climate Topics |\n| Commitment to Developing the Whole-child | ● River Day\u003Cbr>● Book Buddies\u003Cbr>● Whole-school Assemblies\u003Cbr>● Author Visits |\n| Focus on Continuous Improvement | ● Established Literacy Leadership Team\u003Cbr>● Development of a District Literacy Plan\u003Cbr>● Engage in Ongoing Professional Learning Provided by CSDE |\n| Review and Revise\u003Cbr>Curricula | ● K-3 Shared and Interactive Read Aloud Units Implemented ● Building Decodable Reading Libraries and Practice in K-2 ● Instructional Material and Practice Review and Revision |\n| Use of SBA Interim Assessment Blocks Aligned to Units of Study | ● ELA Do-Now routine implemented in Grades 3-6\u003Cbr>● ELA SBA Interim Blocks Embedded in Literacy Unit Plans ● Regular Meetings Held to Review Data and Discuss\u003Cbr>Implementation |\n\nLocal Assessments  \n\n| ELA | Math |\n| --- | --- |\n| ★ Phonemic Awareness Screener | ★ Math Running Records |\n| K-1 | ★ Math Learning Inventories |\n| ★ Phonics Dictation and Fluency | ★ Classroom Observations |\n| Assessments K-2 | ★ Standards Checklists |\n| ★ Dynamic Indicators of Basic Early | ★ Student Work Samples |\n| Literacy Skills K-6 (DIBELS) | ★ Student Interviews |\n| ★ Developmental Reading | ★ Ongoing Formative Measures |\n| Assessment K-6 (DRA) | ★ Performance Tasks |\n| ★ Running Records | ★ End of Unit |\n| ★ On-demand Writing Prompts | ★ SBA Interim Blocks |\n| ★ Student Work Samples |  |\n| ★ Classroom Observations |  |\n| ★ Ongoing Formative Measures |  |\n| ★ Performance Tasks |  |\n| ★ SBA Interim Blocks |  |\n\nSmarter Balanced Achievement Level Descriptors  \n\n| Level 1 | Level 2 | Level 3 | Level 4 |\n| --- | --- | --- | --- |\n| Does Not Meet the Achievement Level | Approaching the Achievement Level | Meets the Achievement Level | Exceeds the Achievement Level |\n| The student has not yet met the achievement level expected for this grade.\u003Cbr>Students performing at this level:\u003Cbr>• Require substantial improvement toward mastery of grade level content and skills.\u003Cbr>• Will likely need substantial support to get on track for success in the next grade. | The student has nearly met the achievement level expected for this grade.\u003Cbr>Students performing at this level:\u003Cbr>• Require further development toward mastery of grade level knowledge and skills.\u003Cbr>• Will likely need support to get on track for success in the next grade. | The student has met the achievement level expected for this grade.\u003Cbr>Students performing at this level:\u003Cbr>• Are demonstrating progress toward mastery of grade level knowledge and skills.\u003Cbr>• Are on track for likely success in the next grade. | The student has exceeded the achievement level expected for this grade.\u003Cbr>Students performing at this level:\u003Cbr>• Are demonstrating advanced progress toward mastery of grade level knowledge and skills.\u003Cbr>• Are on track for likely success in the next grade. |\n\nELA Achievement Level Met  \n\n|  | BARK\u003Cbr>2022 | STATE\u003Cbr>2022 | BARK\u003Cbr>2023 | STATE\u003Cbr>2023 | BARK\u003Cbr>2024 | STATE\u003Cbr>2024 | BARK\u003Cbr>2025 | STATE\u003Cbr>2025 |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| 3 | 47.8% | 46.7% | 71% | 45.5% | 22.5% | 45.9% | 37.5% | 46.9% |\n| 4 | 75% | 49.2% | 54% | 48.8% | 62.9% | 49.5% | 52.9% | 51.4% |\n| 5 | 62.5% | 51.9% | 67% | 51.3% | 52.2% | 51.4% | 60.7% | 52.5% |\n| 6 | 63.3% | 47.9% | 63% | 48% | 60.7% | 48.1% | 60.7% | 50% |\n\nLocal Assessment Data Comparisons  \n\n|  | SBAC | DIBELS | DRA |\n| --- | --- | --- | --- |\n| Current\u003Cbr>4th | 37.5% | 31% | 62% |\n| C","cbCaisCzIUrW5O56","https://ap.wps.com/l/cbCaisCzIUrW5O56","pdf",697252,16,"English","# Strategic Actions\n## Shared Vision and Theory of Action\n## Commitment to Social Emotional Well-being\n## Commitment to Developing the Whole-child\n## Focus on Continuous Improvement\n## Review and Revise Curricula\n## Use of SBA Interim Assessment Blocks Aligned to Units of Study\n# Local Assessments\n# Smarter Balanced Achievement Level Descriptors\n# ELA Achievement Level Met\n# Local Assessment Data Comparisons\n# ELA Achievement Level Met - Cohort Data\n# ELA Comparison Data - Whole School Scores\n# Math Achievement Level Met\n# Math Achievement Level Met - Cohort Data","[{\"question\":\"What instructional practices does the plan prioritize for high leverage student competencies?\",\"answer\":\"It focuses on educator goal setting that prioritizes high leverage student competencies and teaching practices, with targeted feedback on individualized goals.\"},{\"question\":\"Which curriculum and assessment strategies support continuous improvement?\",\"answer\":\"The plan establishes literacy leadership, develops a district literacy plan, engages in ongoing professional learning, and reviews and revises K-3 shared and interactive read-aloud units while aligning SBA interim assessment blocks to units of study.\"},{\"question\":\"How are ELA and Math performance monitored across grades?\",\"answer\":\"ELA and Math monitoring uses local assessment instruments such as DIBELS, DRA, running records, classroom observations, student work samples, performance tasks, and SBA interim blocks, paired with achievement level descriptors to interpret outcomes.\"}]","Smarter Balanced Results 2025 - Strategic Actions | PDF",1791070126]