Recently I had the pleasure of writing about the many ways that Bluffs School is improving the quality of education provided to its students.  The following text is what I wrote.  After reading it back through after I had written it, I was very impressed and proud of the efforts of the students, staff, parents, and community.  I hope you agree. 

Bluffs School has their compass set firmly on crafting a culture of learning by engaging in comprehensive reform and eradicating low performance.  Scott-Morgan CUSD #2 provides Bluffs School with technology, training, and support for integrated data collection, reporting, and analysis systems (Promethean boards, TeacherEase, and NWEA MAP tests).  Resources are allocated to support the school, staff and the instruction.  The principal and other teacher leaders are allowed reasonable autonomy to do things differently in order to succeed.  The principal is skilled in focusing on improved student learning and is prepared for setbacks, “naysayers,” and obstacles on the path to substantial improvement.  Progress is documented and reported to all stakeholders with regularity.  Professional development is built into the school schedule for all staff as well as classroom teachers (2:00 early dismissal every Wednesday).  Curriculum is aligned with the Illinois Learning Standards (all teachers trained in Standards Aligned Curriculum) and work will begin this school year to align to the Common Core Standards.  The principal models and communicates the expectation of improved student learning for all students, no excuses, through commitment, discipline, and careful implementation of sound practices.  She also participates actively with the school’s teams and monitors curriculum and classroom instruction regularly.  Individual, team, and school successes, especially related to student learning outcomes are celebrated.  Frequent opportunities are provided to staff and parents to voice constructive critique.  Parent receive regular communication and practical guidance about the importance of parent-child conversations, encouragement of reading, limiting television viewing, peer activities (including bullying), and interest in the child’s academic and other progress as a person.  Student-led conferences are held at a minimum of once per year.  Teachers assess and monitor student mastery using standardized tests, NWEA MAP results and curriculum based measures.  Teachers individualize instruction based on results to provide support for some students and enhanced learning opportunities for others. (BLAAST)  Units of instruction include specific learning activities aligned to objectives.  Data teams review assessment results to make decisions about the curriculum and instructional plans for students in need of intervention (Data Discussion Meetings, PBIS – Secondary/Tertiary Team).  Teachers use a variety of evaluation methods and maintain records of the results.  Instruction proceeds in small steps at a rapid pace.  Teachers maintain files of parent communication and regularly assign homework which is checked, marked, and returned with timely feedback.   The learning environment is safe and orderly without being oppressive.  Consistency and coordination in the school discipline program is being created by the utilization of PBIS.  Roles, rules, and relationships for students, teachers, parents, administrators, and staff continue to evolve and change as a focus on accountability and results is crafted. 

Wow!  Pretty impressive.  I realize that contained a lot of educational jargon.  If anyone is interested in talking to me about the many wonderful things happening at Bluffs School I am always available.  And.....I promise not to use the jargon!  :)
Thanks for reading -
Roxanne Filson, Principal