Christa McAuliffe Charter School 2018-2023 Strategic Plan

Vision

The Christa McAuliffe Charter School community will create classroom learning environments where students achieve more than they think possible, become allies and "upstanders" in a kind and welcoming school community, and actively contribute to building a better world. No matter our scholars’ race, ethnicity, primary language, class, gender, or learning profile, they will make strong academic gains, build character, and produce high quality, meaningful work that they are proud to share with others.

Pillar 1

Cultivating a Community Welcoming to ALL

Pillar 2

Becoming Effective Learners in Preparation for High School

Pillar 3

Engaging in Meaningful Learning and Creating High Quality Work

Pillar 4

Becoming Ethical People

and Contributing to a

Better World

Pillar 5

Professional Collaboration and Dissemination

The McAuliffe community will build understanding and appreciation for the diverse cultures that families within our community represent. We will recruit faculty and board members who reflect the racial, ethnic, and linguistic diversity of our scholars and families. 

In order to ensure a climate welcoming to every person in our community, we will promote diversity and individuality through multicultural, multilingual, and other inclusive traditions and activities. Additionally, faculty and staff will engage in professional development pertaining to anti-bias, anti-racism, gender inclusivity, and disability awareness.

We will also expand our family engagement activities to better orient all families to unique parts of our program.

All McAuliffe scholars will exhibit excellence and growth in their mastery of skills, knowledge, and critical thinking in all content areas. Scholars will make strong gains in all content areas regardless of race, learning background, English language proficiency, and economic status.

All McAuliffe scholars will develop and internalize habits of work and learning to succeed in any high school environment and beyond.

McAuliffe scholars and their teachers will engage in learning experiences and projects/products that are personally meaningful and which explore issues pertaining to justice, perspective-taking, ethical decision-making, and/or issues relevant to the local community.

All McAuliffe scholars will produce high quality work in each content area, demonstrating original thinking and authentic personal voice and ideas.

McAuliffe scholars will develop agency and self-efficacy by becoming allies and "upstanders" who reject and confront behavior that disrupts a respectful culture.

Scholars will contribute to a better world by engaging in service activities including those that work toward greater equity, inclusion, and social justice.

McAuliffe will continue to provide a safe and supportive school environment where scholars have access to relevant and meaningful health and wellness programming, school counselors, and supportive groups such as gender sexuality alliance (GSA) and the grief group.

McAuliffe professionals will engage in cross-pollination with other educators and leaders in the MetroWest and charter school communities. We will visit other schools to observe classes, learn about their practices, build collaborative relationships, and strengthen our work at McAuliffe. We will also invite local educators to learn about McAuliffe’s program through learning walks and site visits.

By 2023 we aim to host an EL Education site seminar that tells the story of how we have created classroom learning environments where students achieve more than they think possible, are allies and "upstanders" in a kind and welcoming school community, and actively contribute to building a better world.

Foundational Needs 

NOTE: Each foundational need does not align specifically with the pillar above it.

Budget / Finance

Establish a realistic / conservative long term budget that builds sufficient reserves for unexpected costs, changes in revenue, and capital projects.

Align annual budget priorities with the strategic plan and program priorities.

Develop a longer term health care strategy including consideration of creating or joining a charter school benefits collaborative.

Facility and Equipment

Replace the roof and HVAC.

Institute a furniture and technology replacement cycle.

Equip science classrooms with resources that allow students and teachers to safely engage in experiments and activities aligned with new science standards.

Student Enrollment

Maintain enrollment of at least 396 students in grades 6-8. At this point, refrain from pursuing high school expansion.

Continue to expand and evaluate recruitment efforts, which are further outlined in Pillar 1.

Fundraising

Continue to build our base of annual individual donors invested in the mission of the school.

Engage our community in fundraising campaigns that raise funds for specific projects and/or site improvements.

Advocacy, Branding, and Marketing

Engage board of trustees and parents/guardians in McAuliffe and charter school advocacy efforts including relationship building with elected officials.

Review and revise the school’s marketing plan to ensure that it is up to date with best practices and that vehicles match audiences.

Continue to establish partnerships with local organizations and businesses


Pillar 1: Cultivating a Community Welcoming to ALL

The McAuliffe community will build understanding and appreciation for the diverse cultures that families within our community represent. We will recruit faculty and board members who reflect the racial, ethnic, and linguistic diversity of our scholars and families. In order to ensure a climate welcoming to every person in our community, we will promote diversity and individuality through multicultural, multilingual, and other inclusive traditions and activities. Additionally, faculty and staff will engage in professional development pertaining to anti-bias, anti-racism, gender inclusivity, and disability awareness. We will also expand our family engagement activities to better orient all families to unique parts of our program.

Goal 1.0 -- Nurturing a Welcoming Community for ALL: In order to ensure a climate welcoming to every person in our community, we will promote diversity and individuality through multicultural and multilingual traditions and activities and will engage in anti-bias and anti-racism professional development.

Targets

  • Student/family retention and survey results will indicate that McAuliffe scholars and families feel connected to the community.
  • Professional development calendar will indicate multiple opportunities per year for faculty to engage in anti-bias and anti-racism professional learning.
  • Curriculum review indicates that curriculum topics and texts integrate diverse cultures and exploration of issues of equity and diversity.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 4: Supporting Global Citizenship
  • Core Practice 21: Creating a Community of Learning
  • Core Practice 21: Fostering Habits of Character

Measurement Tools

  • Student retention and churn
  • Student Surveys: Connectivity, Mid-Year, End-of-Year
  • Family Survey
  • Employee Survey
  • Professional development calendar, agendas, and materials
  • Beautiful Spaces walk-through
  • School Calendar
  • Curriculum Review / Audit
  • Crew curriculum
  • EL Education Implementation Review

Actions

  • Supporting Multiculturalism and Multilingualism:
  • Create a Multicultural Club -- teacher facilitated, student driven -- for students to promote and celebrate different cultures and identities.
  • Increase visibility of different languages and cultures in common spaces and classrooms.
  • Create multicultural rituals, traditions and / or annual events for scholars/families/faculty into the school’s program.
  • Consider the integration of Portuguese instruction into our WL program.
  • Gender-Sexuality-Alliance (GSA):
  • Shift name of GSA from Gay-Straight Alliance to Gender-Sexuality Alliance.
  • Engage faculty liaisons in professional development through Safe Schools and/ or GLSEN.
  • Provide training to all faculty staff on gender nonconforming youth and misgendering.
  • Curriculum and Instruction:
  • Integrate global knowledge and skills into curriculum (e.g., knowledge of diverse cultures, texts with diverse characters,
  • Design curricula that enable students to thoughtfully explore multiple perspectives and issues of equity and diversity; consider how to integrate this work into crew.
  • Teach “Inquiry” -- a McAuliffe character habit that guides scholars to explore and value different perspectives.
  • Leadership:
  • Form an anti-racism community action team that sets annual goals to guide progress toward targets.
  • Professional Development:
  • Engage all McAuliffe professionals in anti-bias and anti-racism professional development.
  • Seek funding for outside speakers for faculty and/or families.
  • Support individuals to gain leadership/facilitation skills by participating in equity and anti-racism trainings

Goal 1.1 -- Professional Community: We will cultivate a positive professional culture where professionals are motivated to work at the school for at least five years. As we engage in hiring to fill open positions, we aim for our professional community to better reflect the ethnic, racial, and linguistic diversity of our students and families.

Targets

  • Employee demographics will show increasing racial and linguistic diversity.
  • Employee licensure review will show increased percentage of teachers licensed to teach in their subject area and increased percentage of teachers with SEI endorsement.
  • The annual employee survey will show
  • improvement in job satisfaction ratings over time
  • improvement to professional culture ratings over time
  • improvement in leadership ratings over time
  • Annual employee and teacher retention rates will improve to at or above 85%.
  • The school will provide comparable or better total compensation packages for faculty and staff compared with other Massachusetts Charter Schools.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 33: Leading Evidence-Based Strategic Planning
  • Core Practice 34: Cultivating a Positive Professional Culture
  • Core Practice 35: Promoting Shared Leadership
  • Core Practice 36: Leading Professional Learning

Measurement Tools

  • Employee survey (mid and end-of-year)
  • Exit Survey and Interviews
  • Annual review of total compensation package (Fin Com)
  • Annual review of employee demographics & retention analysis (Admin/EdCom)
  • EL Education Implementation Review

Actions

  • Professional Culture and Working Conditions:
  • Engage in culture review through external audit (by HR Knowledge) or internal listening meetings.
  • Engage faculty in efforts to improve job satisfaction including consideration of forming a “quality of life” or other committee to improve communication and problem solving between faculty/staff and administrators.
  • Engage in morale-boosting professional activities.
  • Use survey and exit interview results to inform improvements to professional culture and working conditions.
  • Shared Leadership and Professional Growth Opportunities:
  • Continue to develop teacher leaders through participation on teams (Academic Leadership, Culture Leadership, Fieldwork Lead, Digital Literacy Team, and community action teams)
  • Engage developing leaders in leadership development activities.
  • Create pathways for teacher leadership and recognition of exceptional teaching
  • Compensation and Budgeting:
  • Engage in annual compensation review facilitated by the Board of Trustees finance committee including Dir. of Business and Operations and Executive Director
  • Compare the school’s teacher compensation model to other models employed by Massachusetts charter school.
  • Facilitate focus groups for employees to hear feedback and to generate creative ideas for compensation
  • Better educate faculty on the budgeting process.
  • Provide advanced education on any compensation changes approaching, e.g. health savings account
  • Professional Development:
  • Develop 5 year professional development “high impact goals” with EL Education and annual work plans
  • Set fewer and more realistic annual goals with EL Education
  • Integrate opportunities for offsite PD participants to share their learning with others upon their return
  • Support faculty/staff to attend non-EL professional development through an annual RFP process.
  • Differentiate coaching based on a teacher’s goals and priorities
  • Differentiate professional development activities taking into account some educators being brand new to the topic and some having deep understanding; engage veteran teachers in the leading of professional development
  • Hiring & Onboarding:
  • Evaluate and improve McAuliffe’s recruitment and hiring practices in order to diversify and deepen the pool of applicants
  • Improve the school’s onboarding / induction activities for faculty/staff new to McAuliffe including new teacher buddy mentors differentiated based on incoming teacher’s level of experience

Goal 1.2 --  Student Body: McAuliffe’s as student body increasingly reflects the demographics of our regional district, scholars will report that they feel they belong in the McAuliffe community and can go to at least one adult for support.

Targets

  • Each year of the charter, as measured by the end of the year student survey, an increasing percentage of students will report that McAuliffe engages scholars in the community as members of “crew not passengers”.
  • In the Connectedness Survey an increasing percentage of students will identify at least one member of faculty/staff they feel comfortable going to if they have a problem.
  • Recruitment and retention targets for some demographic groups are set annually in the school’s recruitment and retention plan. Link to current data in “CHART”. Integrate racial demographics into this work.

Measurement Tools

  • Student Recruitment and Retention Plan as well as Annual Report (ED and Admissions Coordinator)
  • Admissions feedback from families and scholars (Admissions Coordinator and ED)
  • Student survey (Admin)
  • Connectivity Survey (Counselors and Teachers)

Actions

  • Employ an annual connectivity survey and use results to identify groups of students or individuals who report that they do not feel that feel connected or that they belong in the McAuliffe community.
  • Integrate more opportunities for incoming scholars and families to connect with others entering the school.
  • Evaluate the current admissions and marketing practices using feedback from families and scholars; use feedback to improve practices and to expand community’s awareness of McAuliffe.
  • Specifically seek feedback from McAuliffe families that speak a language other than English as their primary language.
  • Increase the student retention rate and decrease the “churn” rate (students who leave during the year) by improving our student retention practices outlined in the school’s Recruitment and Retention Plan.
  • Educate and build relationships with principals, counselors, and fifth grade teachers in local elementary schools so that they are better able to answer questions about McAuliffe when asked by 5th graders and their families.

Goal 1.3 -- Build strong relationships with ALL families: We will build partnerships with ALL families and expand our family engagement activities to better orient families to unique parts of our program such as the grading system, HOWLs, student led conferences, culminating events, and passages.

Targets:

  • Each year, at least 95% of students and families will participate in two Student Led Conferences (SLCs).
  • Each year, at least 95% of McAuliffe students and families will participate in at least two celebrations of student learning (culminating events).
  • Each year of the charter, as measured by the end of the year parent/guardian survey, an increasing percentage of families will report that McAuliffe engages scholars and families in the community as members of “crew not passengers”.  (DESE Accountability Plan Goal)
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 24: Engaging Families and the Community in the Life of the School
  • Core Practice 31: Communicating Student Achievement
  • Increase educational resources available for families in multiple languages
  • Increase opportunities for parents/guardians to share their experiences, ideas, and feedback with school leaders, teacher leaders, and the board of trustees
  • Improved feedback from families regarding understanding how their scholar is progressessing as well as grading platform
  • Offer educational opportunities for parents and guardians including workshops, speakers, and co-hosted events (Framingham, Spark Kindness, etc)

Measurement Tools

  • Family surveys conducted in English, Portuguese, and Spanish (Admin)
  • SLC and Culminating Event data (Crew leaders)
  • Website resources including video tutorials and translated materials (Dir. of Com. Dev. and Bilingual Coordinator)
  • EL Education Implementation Review

Actions

  • Evaluate the school’s current gradebook platform (Jumprope) and consider other platforms to better communicate student achievement with families.
  • Evaluate the documents currently translated into Portuguese and Spanish and identify additional documents that should also be translated (e.g. fieldwork forms, summer mailing, etc).
  • Translate the annual survey into Spanish and Portuguese.
  • Host focus groups to learn more about families’ experiences at McAuliffe including focuses groups hosted by members of our community who speak the family’s primary language.
  • Create video tutorials about fieldwork, the grading system and gradebook platform, HOWLs, student led conferences, and culminating events to educate families (English, Portuguese, and Spanish).
  • Continue to improve translation of materials that will help all families understand McAuliffe’s practices including grading, student led conferences, and culminating events.
  • Use data from SLCs and culminating events to identify families who have not attended SLCs and/or events; work with families to remove barriers from participating or come up with ways for families to participate and celebrate their scholar’s learning.
  • Annually assess the school’s communication practices and use feedback to stay current with best practices: newsletter, blogging, social media, text alerts, etc.

Goal 1.4 -- Board Development: We will build a board of trustees that better represents the demographics of our scholars and their families and establish board recruitment practices that ensure a robust board to annually govern the school.

Targets

  • Build and maintain a board of at least 10 trustees that represents the demographics of our scholars and families.
  • Review and update the board skills matrix annually; set goals
  • Review and update Executive Director and board succession planning practices by 2020.
  • Review and, as needed, update by-laws by 2022.
  • Engage the board of trustees in annual anti-racism / equity training/dialogue/learning
  • Increase board of trustee and foundation giving on an annual basis
  • Engage the board of trustees in advocacy efforts including communication and meetings with state lawmakers
  • Conduct annual self-evaluation and use to improve board functioning

Measurement

  • Annual board self-evaluation (Board Chair and Gov Com)
  • Annual board of Trustee roster review: demographics, skill-set, affiliation with McAuliffe. (Gov Com and Board)
  • DESE bylaws checklist. (Exec Com)
  • Board agendas/minutes indicate updates made to recruitment practices (Gov Com & Board)
  • Board agendas/minutes indicate review/updates to ED and board succession planning practices (Exec Com / Gov Com)

Actions

  • Build and maintain a pipeline of candidates including individuals’ participation on committees but not the board.
  • Review, update, and implement the board of trustees recruitment strategy, including increasing trustee involvement in the recruiting new board members.
  • Develop and implement board succession planning procedures for officers, committee chairs, board development activities.
  • Increase alumni involvement on the Board of Trustees.
  • Consider student involvement on the Board of Trustees.
  • Review and, as needed, update the board of trustee bylaws at least once before 2022, including review of board composition, terms, etc.

Goal 1.5 -- Alumni: We will create more opportunities for alumni to stay involved in the McAuliffe community through an alumni committee, events, and volunteer opportunities.

Targets

  • Increase alumni presence on the board to at least x2 alumni annually, starting in 2019.
  • Establish an alumni committee by 2020.
  • Annually increase the number of alumni involved in volunteer or paid opportunities activities.
  • Annually increase alumni participation in annual giving.
  • Alumni survey indicates improvements from 2017 survey with regard to:
  • High school preparation - Academic Skills
  • High school preparation - Social / Mental Health

Measurement Tool

  • Alumni committee charter, roster, agendas, and minutes
  • Board of Trustees roster
  • Alumni volunteer log
  • Alumni survey (2019, 2021, 2023)
  • Alumni fundraising activity

Actions

  • Establish an alumni committee charter with clear objectives pertaining to alumni engagement.
  • Recruit alumni for volunteer or paid opportunities (e.g. tutoring, enrichment, mentor, internship, coaching, etc).
  • Recruit alumni for the board of trustees.
  • Engage high school alumni in activities to help prepare 8th graders for high school.
  • Conduct bi-annual alumni surveys.

Pillar 2: Becoming Effective Learners in Preparation for High School

**This is our multi-year Mastery of Knowledge and Skills impact goal for our 5 year work plan with EL Education.**

All McAuliffe scholars will exhibit excellence and growth in their mastery of skills, knowledge, and critical thinking in all content areas. We will make strong gains across racial lines and regardless of special education, English language proficiency, and economic status in all content areas. All McAuliffe scholars will develop and sustain the habits of work and learning to succeed in any high school environment. 

Goal 2.1 -- Mastery of Knowledge and Skills -- Curriculum: Teachers and coaches will enhance existing curriculum, and - as needed - develop new curriculum that aligns with standards and which solicits high levels of student interest and engagement.

Targets

  • Department Goals: Coaches set long term department goals for the five year EL work plan and annual work plans to support mastery of knowledge and skills in each discipline.
  • Curriculum review will indicate that curriculum across all disciplines is increasingly meeting the school’s criteria for curriculum content and documentation. Curriculum review includes examination of standard-target-assessment, scope and sequence, HOWLs targets, universal design / differentiation / modifications.
  • MCAS results will indicate strong or improving curriculum and standards alignment for ELA, math and science
  • End of Trimester Grades will indicate strong or improving curriculum alignment for social studies, world languages, and related arts.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 1: Choosing, Adapting, and Enhancing Curricula
  • Core Practice 2: Mapping Knowledge, Skills, & Habits of Character

Measurement Tools

  • MCAS results (ELA, Math, Science)
  • End of Trimester Grades (Social Studies, WL, and RA)
  • Curriculum Review (Dashboard/Audit)
  • EL Education Implementation Review

Actions

  • Teachers and coaches collaborate to create, revise, or refine curriculum with a focus on:
  • Choosing topics that align with priority standards and solicit high student engagement / interest.
  • Employing universal design and modifications to make curriculum accessible for diverse learners.
  • Prioritizing the use of primary source text and data for explicit instruction in literacy and math skills and integrating the use of secondary source materials (e.g. textbooks) in order to prepare students for materials they’ll see in high school and college.
  • Integrating technology to differentiate learning, increase student choice in demonstrating knowledge, and increase the authenticity of student work.
  • Standardize the documentation and organization of McAuliffe curriculum on the network drive, including curriculum maps, expedition plans, daily lesson plans, assessments, and resources.
  • Annually use MCAS results to assess curriculum alignment with
  • standards; use results to inform curriculum/instruction adjustments and to identify standards that sub-groups of students are not accessing curriculum/instruction.
  • Vertically align curriculum to prepare scholars for transition to high school with a focus on essay writing, math, lab report writing, language, study skills, and digital literacy.
  • Conduct interim assessments to check on curricular alignment during the course of the year.
  • Conduct a curriculum review each year using a rubric created during 2018-19.

Goal 2.2 -- Mastery of Knowledge and Skills -- Effective Lessons (Instruction): Teachers will plan and deliver effective lessons that present challenge and purpose, maximize student engagement, and support diverse learners.

Targets

  • Department Goals: Set long term department goals in the five year EL work plan and annual work plans to support mastery of knowledge and skills in each discipline.
  • Learning walks illustrate increasing high levels of student engagement, rigor, and multiple pathways for students to access learning.
  • Curriculum review indicates that lesson documentation for each discipline include:
  • Learning targets that meet EL’s criteria
  • HOWLs targets contextualized to the lesson
  • Clear lesson structure (e.g. workshop 1, 2, BBK, etc)
  • Multiple pathways  for students to access learning and meet learning targets, considering representation, action/expression and engagement
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 10: Planning Effective Lessons
  • Core Practice 11: Delivering Effective Lessons
  • Core Practice 13: Teaching Reading Across the Disciplines
  • Core Practice 14: Teaching Writing Across the Disciplines
  • Core Practice 15: Teaching Mathematics
  • Core Practice 16: Teaching Science
  • Core Practice 17: Teaching Social Studies
  • Core Practice 19: Differentiating Instruction

Measurement Tools

  • MCAS results (ELA, Math, Science)
  • Analysis of student work on two common assessments per grade level (WL)
  • Learning Walks using Student Engagement Tool
  • Curriculum Review (Dashboard/Audit)
  • EL Education Implementation Review

Actions

  • Teachers craft lessons that build curiosity and ensure challenge.
  • Teachers maximize student participation so that teachers talk less and students talk and think more.
  • Teachers scaffold instruction and tier assignments to support, challenge, or empower a variety of learners. Examples include:
  • Integrating universal design, differentiation, and modifications to make curriculum accessible for diverse learners
  • Providing more complex (not just more) tasks or scaffolding for advanced learners including Exceeding options.
  • Standardize the documentation and organization of McAuliffe lesson plans and resources on the network drive.
  • Annually use MCAS results to assess curriculum alignment with standards; use results to inform curriculum/instruction adjustments and to identify standards that sub-groups of students are not accessing curriculum/instruction.
  • Conduct a curriculum review each year using a rubric created during 2018-19.
  • Integrate Exceeding options into most writing and project-based assessments.

Goal 2.3 -- Mastery of Knowledge and Skills -- Student-Engaged Assessment: Teachers and coaches will regularly analyze student assessments and use the data to inform goals and instruction.

Targets

  • Department Goals: Coaches set long term department goals for the five year EL work plan and annual work plans to support mastery of knowledge and skills in each discipline.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 27: Cultivating a Culture of Engagement and Achievement
  • Core Practice 28: Crafting and Using Learning Targets
  • Core Practice 29: Assessment in Daily Instruction
  • Core Practice 30: Using Summative Assessments to Raise and Document Student Achievement
  • Core Practice 31: Communicating Student Achievement

Measures

  • MCAS results
  • Curriculum Embedded Assessments / Interim Assessments and Action Plans
  • Data Dashboard and team agendas/notes
  • EL Education Implementation Review

Actions

  • Use formative assessments to check for understanding and inform adjustments to instruction.
  • Analyze curriculum embedded assessment results to develop action plans targeting whole groups, small group, and individual interventions.
  • Facilitate Data Dashboard reviews at the mid and end of each trimester with a focus on academic performance and habits of work and learning.
  • Facilitate a “reboot” of the school’s standards-based grading practices starting with a review of the grading marks (BAME), grading practices, and current online platform (Jumprope); based on this review, identify action steps.
  • Integrate Exceeding options into most writing and project-based assessments.

Goal 2.4 -- Diverse Learners: Scholars, including those with disabilities and those who are English learners, will demonstrate strong academic performance and growth.

Targets

  • Department Goals: Coaches set long term department goals for the five year EL work plan and annual work plans to support mastery of knowledge and skills in each discipline.
  • Learning walks or walkthroughs will indicate strong co-teaching practices according to criteria set early in the strategic plan cycle.
  • English learners’ ACCESS results will indicate improved English proficiency. As the state updates English language proficiency indicators, the school will adjust the target and actions accordingly.
  • Lowest performing scholars will be identified and through academic and other interventions will make progress in their learning as measured by MCAS and according to their academic grades. This target aims to align with the state’s updated accountability system. As this is clarified, the target may be adjusted accordingly.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 19: Differentiating Instruction
  • Core Practice 20: Teaching English Language Learners

Measurement Tools

  • MCAS results
  • ACCESS results
  • Data Dashboard
  • Learning Walk or walkthroughs of co-taught inclusion classes
  • Special education and ELL program evaluations (which includes survey feedback from families and employees)
  • EL Education Implementation Review
  • Coordinated Program Review and Mid Cycle Review

Actions (Some actions are already named in Curriculum and Instruction)

  • Special Education:
  • Increase the effectiveness of our co-teaching inclusion model through professional development and coaching.
  • Improve the alignment of learning center instruction to students’ IEP goals.
  • Increase student investment in IEP goal attainment and attendance at/participation in IEP meetings, prior to age 14.
  • English Learners
  • Increase the quality of instruction for English learners, including integration of new WIDA English language development standards into curriculum design.
  • Monitor the school’s English learner population and, as needed, increase the number of EL teachers.
  • Increase percentage of teachers who have received their Sheltered English Immersion endorsement; consider holding a course or supporting the tuition for teachers to take a course.
  • Response to Intervention
  • Review and update the school’s system for identifying struggling scholars, employing interventions, and monitoring progress.
  • Continue to increase the impact of the school’s Lab intervention / extension program.
  • Gifted and Talented Learners
  • Evaluate advanced math curriculum; identify and purchase new curricular materials (as needed).
  • Integrate Exceeding options into most writing and project-based assessments.
  • Integrate the opportunity for students to engage in an original independent project during extension lab.

Goal 2.5 -- Character: All McAuliffe scholars will develop and sustain the habits of work and learning to succeed in a high school learning environment.

Targets

  • Units, case studies, and expeditions will include supporting HOWLs targets contextualized to the topic.
  • Scholars with a weak “responsibility” grade will develop skills to strengthen this Habit of Work and Learning.
  • SLCs will increasingly demonstrate scholars’ ownership of their personal and academic growth as measured by SLC learning walks conducted by leadership team representatives. (DESE Accountability Plan Goal)
  • By 2020, at least 95% of 8th graders’ passages will meet or exceed the criteria articulated in the passages rubric; every student will have 2 panelists assessing their passages and each year an increasing number of panelists will be external. (DESE Accountability Plan Goal)
  • Alumni survey will show improved ratings of preparation for high school including improvements on essay and lab report writing preparation as well as study skills development.
  • EL Education Implementation Review will show improvements or strength in the implementation of the following core practices:
  • Core Practice 3: Supporting College & Career Readiness
  • Core Practic 22: Fostering Habits of Character

Measurement Tools

  • Curriculum review (HOWLs)
  • HOWLs data (specific measures named in work plan)
  • SLC Learning Walks
  • Passage Participation and Rubric Assessment
  • Alumni survey
  • EL Education Implementation Review

Actions

  • Craft supporting HOWLs targets aligned with / integrated into curriculum.
  • Integrate executive functioning skill development (including study skills) into curriculum/instruction and other parts of the program as needed (e.g. backpack organization in crew).
  • Provide targeted assistance to scholars with historically low “responsibility” grades during Academic Support Lab or after school (Homework Club, Tutoring to Taste, etc.).
  • Refine / improve school wide systems for Student Led Conference preparation aiming for scholars to take ownership of their personal and academic growth through SLCs.
  • Continue to improve passages with a focus on: a) developing and refining a passages rubric, b) preparing scholars for use of rubric, c) integrating both internal and external panelists.
  • Prepare scholars for the transition to a more traditional environment with A/B/C/D and grade point averages, homework completion included in grade, reading from a textbook,  studying for quizzes and tests, and note-taking during lecture; Host graduates from local high schools to meet with 8th graders in the spring to prepare them for the transition.


Pillar 3: Engaging in Meaningful Learning and Creating High Quality Work

**This is our multi-year High Quality Work impact goal for our 5 year work plan with EL Education.**

McAuliffe scholars and their teachers will engage in learning experiences and projects/products that are personally meaningful and which explore issues pertaining to justice, perspective-taking, ethical decision-making, and/or issues relevant to the local community. All McAuliffe scholars will produce high quality work in each content area, demonstrating original thinking and authentic personal voice and ideas.

Goal 3.1  -- Learning Experiences, Projects, and Products: McAuliffe scholars will engage in learning experiences and projects/products that are personally meaningful and which explore issues pertaining to justice, perspective-taking, ethical-decision-making, and/or the local community. 

Targets

  • An increasing percent of scholars will report through an annual survey that they find learning experiences and projects/products personally meaningful.
  • Curriculum review indicates:
  • ELA/SS/Sci: Increasing opportunities for students to explore issues pertaining to justice, perspective-taking, ethical decision-making, and/or issues relevant to the local community.
  • Math: At least one math case study per year per grade; Integration of mathematics into at least one expedition per year (e.g. data collection).
  • World Language: curriculum includes elements of expeditions, including case studies, experts, projects/products, and connection with target language communities.
  • Experts: increasing experiences with experts (at least 2 per year including craftsmanship expert).
  • Fieldwork: at least one fieldwork experience per expedition.
  • Service Learning: by 2023, begin to integrate service learning into one expedition per year.
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practices:
  • Core Practice 4: Supporting Global Citizenship
  • Core Practice 6: Designing Case Studies
  • Core Practice 7: Incorporating Fieldwork, Experts, Service Learning
  • Core Practice 9: Designing Learning Expeditions

Measurement Tools

  • Student Survey
  • Curriculum Review (Audit/Dashboard)
  • EL Education Implementation Review

Actions

  • When improving curriculum or creating new curriculum, design learning experiences and projects/products that are personally meaningful to scholars and which explore issues pertaining to justice, perspective-taking, ethical decision-making, and/or issues relevant to the local community.
  • Integrate experts, fieldwork, and service learning into learning experiences; experts include McAuliffe faculty - such as Related Arts teachers - serving as experts in expeditions led by another content area or grade.
  • Mathematics: Create case studies in math modeled after the Flint Water Case Study in 8th grade algebra; integrate mathematics into learning expeditions when possible
  • World Language: Integrate elements of expeditions, including case studies, experts, and authentic products into their curricula; Connect with target language communities and exchange letters and videos with peers in target language countries.

Goal 3.2 -- High Quality Work: All McAuliffe scholars will produce high quality work in each content area, demonstrating original thinking and authentic personal voice and ideas.

Targets

  • Department Goals: Coaches set long term department goals for the five year EL work plan and annual work plans to support the production of high quality work in each discipline.
  • SLC and Passages Summary review will show increasing evidence of high quality work from expeditions and non-expeditions in the aggregate and across demographic groups.
  • High Quality Work Protocol Summaries indicate that students across demographic groups are producing high quality work increasingly in each content area including demonstration of original thinking and authentic personal voice and ideas.
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practice:
  • Core Practice 8: Designing Projects and Products
  • Core Practice 18: Teaching in and Through the Arts

Measurement Tools

  • SLC/ Passage Learning Walk Summary
  • Summary of Expedition Product Analysis
  • High Quality Work Protocol Summary (whole school but track and analyze per department

Actions

  • Provide scholars with regular opportunities to create high quality work in every subject, every term.
  • Teams of teachers, including, design and technology teachers, support scholars to create high quality products; teachers provide students with the time and support necessary to ensure high achievement for all.
  • Diversify the types of projects and products scholars create allowing for more hands-on, kinesthetic projects in addition to publications, websites, podcasts, etc.
  • Provide students with the opportunity to use a variety of technological tools (chromebooks, ipads, audio editing software, etc) to design high quality products.
  • Conduct High Quality Work protocols twice annually to assess authenticity, craftsmanship, and complexity.
  • Plan culminating events that have an audience beyond families.
  • Continue to increase the degree to which students engage in authentic experiences in related arts classes.

Pillar 4: Becoming Ethical People and Contributing to a Better World

**This is our multi-year Character goal for our 5 year work plan with EL Education.**

McAuliffe scholars will develop agency and self-efficacy by becoming allies and "upstanders" who reject and confront behavior that disrupts a respectful culture. Scholars will contribute to a better world by engaging in service activities including those that work toward greater equity, inclusion, and social justice. McAuliffe will continue to provide a safe and supportive school environment where scholars have access to relevant and meaningful health and wellness programming, school counselors, and supportive groups such as gender sexuality alliance (GSA) and the grief group.

Goal 4.1 --  Integrated Student Culture, Discipline, & Support Framework: McAuliffe Professionals will establish a coherent framework that integrates student culture, discipline, and support to ensure a positive learning environment for all scholars.

Targets

  • Student and employee survey results will illustrate increasingly positive ratings of school culture and climate.
  • Discipline referrals and consequences will indicate that more scholars (per aggregate and sub-groups) are making positive choices and fewer scholars are engaging in activities that harm or disrupt the community.
  • Improve implementation of Schoolwide Positive Behavioral Interventions and Supports as measured by the SWPBIS Tiered Fidelity Inventory.
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practice:
  • Core Practice 5: Promoting Social, Emotional, Physical Wellness
  • Core Practice 21: Creating a Community of Learning

Measures

Actions

  • Positive Behavioral Interventions & Supports (PBIS): 
  • Clarify our school-wide norms/expectations.
  • Increase the use of positives to reinforce expected behaviors.
  • Use data to inform successes and areas for improvement.
  • Clarify the role/purpose/operations of consequences and align with restorative practices.
  • Tiered Social, Emotional, and Behavioral Supports: 
  • Integrate social and emotional skill development into crew and through HOWLs instruction and social-emotional learning.
  • Improve and expand the tiered supports and interventions for students struggling emotionally and/or behaviorally including students with emotional and/or behavioral goals in their IEP or 504 plan.
  • Restorative Practices:
  • Use circles proactively to build safe spaces, set norms, revisit norms, build/foster/repair relationships.
  • Expand use of the continuum of restorative practices including restorative conferences and restorative circles.
  • Collaborative Problem Solving:
  • Build schoolwide understanding of collaborative problem solving practices including identification of lagging skills and “unsolved problems.”
  • Build capacity for adults and students to collaboratively solve problems with challenging students.

Goal 4.2 -- Becoming Ethical People: Scholars will develop agency and self-efficacy by becoming allies and “upstanders” who reject and confront behavior that disrupts a respectful culture.

Targets

  • Over the course of the next five years, we will see evidence through surveys and observations that our scholars are developing their character as articulated in the goal above.
  • Discipline referrals and consequences will indicate that more scholars (per aggregate and sub-groups) are making positive choices and fewer scholars are engaging in activities that harm or disrupt the community.
  • Crew curriculum and crew learning walks will showcase a vertically aligned crew program that balances social-emotional skill development, group development, specific content learning (e.g. anti-bullying, anti-racism), and reflection on learning.
  • SLCs learning walks will increasingly observe scholars showing ownership of their personal and academic growth.
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practices:
  • Core Practice 21: Creating a Community of Learning
  • Core Practice 22: Fostering Habits of Character
  • Core Practice 23: Building the Culture and Structure of Crew

Measures

  • We will work with EL Education during 2018-19 school year to define survey and observation metrics, collect data and use to set benchmarks, establish 4-year and annual targets thereafter.
  • Discipline Data (referrals, consequences, suspensions)
  • Student-Led Conferences Learning Walks
  • Crew Curriculum Review
  • Crew Learning Walks
  • Crew Dimensions Survey
  • EL Education Implementation Review

Actions

  • Crew:
  • Improve students’ sense of belonging and positive interactions with peers and faculty/staff.
  • Further develop the school’s crew curriculum matching it to each grade’s development and transition experiences.
  • Explicitly teach team-building, conflict resolution, problem solving, and personal communication skills.
  • Guide students to regularly self-assess how they are working to become ethical people and to articulate the link between Habits and their relationships in the community.
  • Provide differentiated PD and support for crew leaders on leading crew and implementing crew curriculum through mentoring, buddy crews, and coaching.
  • Bullying Prevention:
  • Review and revise the school’s Bullying Prevention and Intervention Plan on a bi-annual basis
  • integrate more intentional anti-bullying training through crew, grade level, and community meetings;
  • build common understanding of upstanders v. bystanders as well as conflict v. bullying.
  • Empower Student Culture Teams to:
  • Create rituals that celebrate students who treat others well and stand up for what is right.
  • Plan and facilitate grade level meetings and spirit activities that promote community, connectivity, inclusion, and joy.
  • Provide peer to peer support through mediation & mentoring.
  • Continue to encourage the development of student engagement/leadership opportunities such as involvement in GSA, Microbe Club, MAPS, and a Multicultural Club.

Goal 4.3 -- Contributing to a Better World: Scholars will contribute to a better world by engaging in service activities including those that work toward greater equity, inclusion, and social justice. These service activities will enable students to learn from and collaborate with the communities they serve.

Targets

  • An increasing number of scholars and faculty will participate in Better World Day each of the next five years.
  • By 2023, 100% of crews will complete a Crew Service Project.
  • Student products increasingly contribute something of value for readers, viewers, or listeners. (High Quality Work Protocol)
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practices:
  • Core Practice 22: Fostering Habits of Character

Measures

  • Better World Day Participation
  • Percent of Crew Serve Projects/Activities Completed
  • High Quality Work Protocol
  • EL Education Implementation Review

Actions

  • Integrate Better World Day into the school’s calendar and traditions; build a vision for McAuliffe’s participation in this EL Education network event
  • Develop a vision for Crew Service Projects based on EL’s guidance: “Crew leaders support students to plan and conduct service project. They provide students with opportunities to make decisions, become leaders, contribute to local and global communities, and build more equitable communities.”
  • Integrate service opportunities into case studies, projects, and learning expeditions. (See Pillar 3, Goal 3.1)
  • Consider the integration of a character trait that supports students in contributing to a better world and becoming global citizen (e.g. valuing diversity, and working toward greater equity, inclusion, and social justice).

Goal 4.4 -- Health, Wellness, & Counseling: McAuliffe will continue to provide a safe and supportive school environment where scholars have access to relevant and meaningful health and wellness programming, school counselors, and supportive groups such as GSA and the grief group.

Targets

  • Agendas and minutes will indicate that the School Wellness Advisory Committee was established and met at least four times per year, starting in 2018-19.
  • By 2023, policies, programs, and procedures will be aligned with the School Health Index provided by the Center for Disease Control.
  • Student surveys will indicate that the majority of scholars feel safe (or increasingly safe) at the school.
  • Connectivity survey will indicate that an increasing percent of scholars feel that they can go to at least one adult in the community if they have a small or big problem.
  • EL Education Implementation Review will show improvement or strength in the implementation of the following core practice:
  • Core Practice 5: Promoting Social, Emotional, Physical Wellness

Measures

Includes

  • Establish a School Wellness Advisory Committee comprised of school staff and concerned community representatives to review and recommend policies related to nutrition, physical activity, substance use and abuse, stress/anxiety, peer pressure/influence, and related issues that affect student health.
  • Engage in review of wellness curriculum (standards from 1999) to ensure aligned with current issues/topics adolescents are dealing with.
  • Integrate health and wellness topics into crew and grade level meetings, as relevant (e.g. article to read or video to watch in crew, speaker for a grade level meeting).
  • Engage employees in trauma sensitivity training.
  • Implement and use data from MetroWest adolescent mental health survey to inform program and grant funding priorities.
  • Continue to build partnerships with local organizations and help families access community supports (Advocates, Wayside, SMOC, Out MetroWest, Jeff’s Place, etc).
  • Continue to facilitate affinity groups such as grief and anxiety.
  • Gender-Sexuality-Alliance (GSA)
  • Shift name of GSA from Gay-Straight Alliance to Gender-Sexuality Alliance.
  • Engage faculty liaisons in professional development through Safe Schools and/ or GLSEN.
  • Provide training to all faculty staff on gender nonconforming youth and misgendering.
  • Host parent/guardian training and workshops for relevant topics such as adolescent mental health, social media and technology use, substance use prevention, etc.


Pillar 5: Professional Collaboration and Advocacy

**This aligns with our DESE multi-year accountability goal for dissemination.**

McAuliffe professionals will engage in cross-pollination with other educators and leaders in the MetroWest and charter school communities. We will visit other schools to observe classes, learn about their practices, build collaborative relationships, and strengthen our work at McAuliffe. We will also invite local educators to learn about McAuliffe’s program through learning walks and site visits. By 2023 we aim to host an EL Education site seminar that tells the story of how we have created classroom learning environments where students achieve more than they think possible, are allies and "upstanders" in a kind and welcoming school community, and actively contribute to building a better world.

 Goal 5.1 -- Collaboration with MetroWest (and other Massachusetts) Districts: McAuliffe professionals will build relationships with and learn with and from other MetroWest educators.

Targets

  • Annually, at least two McAuliffe educators participate in at least one cross-pollination activity with local middle school educators (hosted at McAuliffe or elsewhere).
  • Instructional Coaches will communicate by phone, email, or in person with department leads in each of the following high schools: Framingham HS, Ashland HS, Natick HS, and Keefe Regional Technical School.            
  • Over the course of the next four years, we will  visit each Framingham public elementary school at least once with a team of at least one teacher, one coach, and one school counselor.                        
  • Board members and the Executive Director will attend at least three school committee meetings per year and/or meet with school committee and district leaders (including Ashland, Framingham, and Natick)

Measurement Tools:

  • Dissemination and Collaboration Log (including log of visits to elementary, middle, and high schools)

Actions

  • Coordinate opportunities for McAuliffe educators and counselors to observe elementary, middle and high school classes on an annual basis and/or to meet with teachers, counselors, and/or leaders at the school; for each visit, define clear goals and share learnings with a relevant McAuliffe team (grade level, leadership, whole staff, etc).
  • Coordinate with fifth grade teachers and elementary school principals to arrange opportunities for McAuliffe sixth grade educators, counselors, and coaches, to learn about what fifth grade looks like in sending elementary schools and to share with educators information about McAuliffe.
  • Observe other schools’ work in action as it relates to these and other elements of our program that we’ll be working during this strategic plan cycle:
  • PBIS
  • Collaborative Problem Solving
  • Restorative Practices
  • Crew
  • Scaffolding toward High Quality Projects
  • Differentiated Instruction in Inclusion Classes (and universally designed lessons / curriculum)
  • Host at least two learning walks per year and invite educators, leaders, and counselors from local elementary, middle, and high schools to participate.
  • Continue to host schools interested in visiting McAuliffe; solidify protocols/materials that make this work easier to coordinate.
  • Board member and/or ED attend Framingham school committee meetings to build relationships at a governance level.

Goal 5.2 -- Sharing McAuliffe Practices: We will formalize our sharing of practices with local schools and by 2023 host a site seminar within the EL Education network or other comparable professional development event.

Targets:

  • Annually, at least one McAuliffe professional will submit a proposal to lead a master class for the the EL Education national conference; increasingly, the topic of presentation will be aligned with our strategic plan goals.
  • The school will annually submit work to the EL Education’s Models of Excellence website.
  • By the end of this charter term, McAuliffe will host at least ten learning walks for district teachers and leaders to participate in (x2 per year).
  • In the 2019-20 school year, McAuliffe will host an annual "site seminar" open to local educators and leaders and will coordinate with Framingham Public Schools to identify the date of the site visit so that it doesn't conflict with other school calendars. In 2019-20 we will pilot the “site seminar”, in 2020-21 we will  refine the practice, and apply to EL Education to host a site seminar in 2021-22.By 2023, host an EL Education site seminar that offers a deep dive into a guiding question and related EL core practices.

Measurement Tools:

  • Annual Dissemination and Collaboration Log
  • Learning walk materials, attendance, and feedback
  • Site visit materials, attendance, and feedback
  • Conference agendas/materials and feedback
  • EL Education’s Models of Excellence website and log of work submitted to the Models of Excellence website

Actions

  • Develop EL conference proposals including proposals aligned the school’s work plan.
  • As relevant, develop proposals for sharing practices at other state and national conferences (e.g. National Charter School Conference, MA DESE Dissemination Summit, etc.).
  • Consider other means for sharing practices: blogging, article, video.
  • Guide scholars to produce high quality products that are candidates for EL’s Models of Excellence website.
  • Send leaders, including teacher leaders, to veteran site seminar locations (e.g. Springfield Renaissance and King Middle School) to learn how to host a high quality site seminar.
  • Archive McAuliffe practices and high quality work that can be displayed during a site seminar.
  • Establish benchmarks and activities to prepare for applying to host a site seminar by 2023.

Strategic Plan Tracker                                                                 of