Continuous Improvement

The students served at Serendipity struggle with diverse challenges to learning. Traditional measures of educational attainment or school improvement are incongruent with the ways in which our students display progress. Holding our students and ourselves accountable for making continuous improvement is an approach consistent with our needs. Tracking continuous improvement allows us to begin measuring progress from whatever current level of performance a student displays, and then guided by regular assessment and feedback, find successful strategies for moving forward. Our strategies for supporting the continuous growth of our students and evolution of our program include continuous professional development, our Quality–Continuous Improvement Plan, and our continuous improvement team meetings.

Professional Learning Communities

Serendipity provides both traditional professional development to all staff members and Professional Learning Communities for all teachers. This model of professional learning helps teachers to learn from each other about what works for increasing student achievement and behavioral growth in reading, writing, math, and emotional regulation. These skills are targeting our modified and standard courses required for standard, modified, extended diplomas and alternative certificates. The four Professional Learning Communities that meet weekly are comprised of our Upper School Therapeutic Classrooms, Lower School Therapeutic Classrooms, Therapeutic Communication Classrooms, and Wellness instructors.

Each team uses DuFour’s 4 Questions:

Progress on the goals established by our PLCs is measured through our Quality/Continuous Improvement Plan meetings held each quarter.

Quality–Continuous Improvement Plan (Q-CIP)

Serendipity’s Q-CIP consists of goals established collaboratively by both educational and clinical teams within our program. On a quarterly basis, staff representatives, student representatives, family member representatives, board representatives, and stakeholders are invited to reflect on documented progress and offer input that could advance improvement in all areas.

Continuous Improvement Teams

Minimally, each classroom team meets weekly with support from Clinical Case Managers, our Speech & Language Pathologist, our Integrated Intervention Specialist, our De-escalation Specialist, and Behavioral Interventionists. These teams review the academic and behavioral data tracked daily on each student. The purpose is to determine if our interventions are effective and to adjust interventions as needed. Through these related processes, all staff members are continuously adjusting their practice to meet students where they are and promote student growth.