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2 | Priority One: Curriculum | |||||||||||||||||||||||||
3 | Goal 1A: Develop continuity and vertical alignment of curriculum through systematic adoption of resources | |||||||||||||||||||||||||
4 | Action | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
5 | Review and adopt ELA curriculum materials for K-8 for continuity in & across grade spans | December 2020 | Purchased curriculum materials | K-8 ELA teachers | ||||||||||||||||||||||
6 | Conduct cross grade level meetings aimed at developing vertical alignment in ELA | May 2021 | ELA Alignment Document | K-8 ELA teachers | ||||||||||||||||||||||
7 | Conduct cross grade level meetings aimed at developing vertical alignment in science/ Potential adoption of curriculum materials | May 2022 | Science Alignment Document, possible new curriculum materials | K-8 science teachers | ||||||||||||||||||||||
8 | Conduct cross grade level meetings aimed at developing vertical alignment in social studies/Potential adoption of curriculum materials | May 2022 | Social Studies Alignment Document, possible new curriculum materials | K-8 social studies teachers | ||||||||||||||||||||||
9 | Conduct cross grade level meetings aimed at developing vertical alignment in math | May 2023 | Math Alignment Document | K-8 math teachers | ||||||||||||||||||||||
10 | Metric: Improved scores after implementation for cohort groups of students: IAR, ISA, and NWEA,diagnostic math, Fountas & Pinnell records | |||||||||||||||||||||||||
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12 | Priority One: Curriculum | |||||||||||||||||||||||||
13 | Goal 1B: Provide differentiated instruction for all levels of learners | |||||||||||||||||||||||||
14 | Action | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
15 | Professional development and resources for teachers on differentiating lessons for all learners | May 2022 | Teacher evaluation of PD | K-8 teachers | ||||||||||||||||||||||
16 | Provide coaching for teachers when implementing differentiation strategies | December 2022 | Coaching schedule with teachers | K-8 teachers | ||||||||||||||||||||||
17 | Teachers given opportunities to observe teachers inside/outside the district who have expertise in differentiation. | May 2023 | Observation schedule for teacher visits | K-8 teachers | ||||||||||||||||||||||
18 | Metric: Improved IAR and NWEA scores after implementation for groups of students: high achieving, average achieving, and low achieving. Teacher qualitative information collected after differentiation strategies are implemented. | |||||||||||||||||||||||||
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20 | Priority Two: Character Development | |||||||||||||||||||||||||
21 | Goal 2A: Provide a comprehensive character development program which promotes inclusivity of all students | |||||||||||||||||||||||||
22 | Action Step | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
23 | Develop a structure that encourages relationship building among students to students and students to staff | August 2021 | System embedded into the school year | dsicipline committee | ||||||||||||||||||||||
24 | Review and adopt a comprehensive character education program | December 2021 | Adopted character education program | discipline committee | ||||||||||||||||||||||
25 | Evaluate inclusivity of program | December 2021 | Documentation showing review of program | discipline committee | ||||||||||||||||||||||
26 | Provide support to teachers and paraprofessionals during implementation | May 2023 | teacher implementation plan | K-8 teachers and paraprofessionals | ||||||||||||||||||||||
27 | Metric: During the 2020-2021 school year, the school will administer a student social emotional survey. Students will be surveyed again after the character development program is implemented and practiced. Successful completion of the goal will show improvement on the follow-up survey. | |||||||||||||||||||||||||
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29 | Priority two: Character Development | |||||||||||||||||||||||||
30 | Goal 2B: Ensure activities offered through the school promote inclusivity of all students and staff | |||||||||||||||||||||||||
31 | Action | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
32 | Review current systems and procedures for inclusivity | May 2021 | Documentation of the review | Committee | ||||||||||||||||||||||
33 | Evaluate planned activities and procedures for inclusion | ongoing | Documentation of the review | Committee | ||||||||||||||||||||||
34 | Develop criteria to evaluate inclusivity or barriers of participants in the activities offered/ survey for families after event | Summer 2020 | Documentation of activities evaluated by criteria | inclusivity Committee | ||||||||||||||||||||||
35 | Provide opportunities for staff members to learn about each other and each other roles | May 2023 | Agendas from meetings and staff activities | All staff | ||||||||||||||||||||||
36 | Metric: At the beginning of the 2020-2021 school year, the school will administer a student social emotional survey. Students will be surveyed again after the character development program is implemented and practiced. Successful completion of the goal will show improvement on the follow-up survey for marginalized groups. Survey families after activities to gather information on why they chose to or not to participate. | |||||||||||||||||||||||||
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38 | Priority Three: Expansion of Programming | |||||||||||||||||||||||||
39 | Goal 3A: Increase extra curricular offerings beyond the athletic program | |||||||||||||||||||||||||
40 | Action | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
41 | Explore a master schedule (before and/or after school) which would facilitate students to partake in a sport and extra curricular club simultaneously | May 2021 | Revised master schedule | Admin | ||||||||||||||||||||||
42 | Survey students interest and staff interest in extra curricular offerings | December 2020 | Completed student and staff surveys | Expansion of programming committee | ||||||||||||||||||||||
43 | Create opportunities that are self-funded | May 2023 | Financial records | Admin | ||||||||||||||||||||||
44 | Find community members who have expertise and could offer extra curricular opportunities to students | May 2023 | Documentation of effort | Admin/committee | ||||||||||||||||||||||
45 | Examine budget to support extra curricular opportunities | May 2023 | Financial records | Admin | ||||||||||||||||||||||
46 | Metric: Increase the amount of extra curricular opportunities beyond athletics each year and aligned to student interest. Increase of students participating in extracurricular opportunities beyond athletics each year of the strategic plan. | |||||||||||||||||||||||||
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48 | Priority Three: Expansion of Programming | |||||||||||||||||||||||||
49 | Goal 3B: Implement life skills instruction and other enrichment opportunities for students | |||||||||||||||||||||||||
50 | Action | Target Completion | Evidence of Completion | Participants | Status | |||||||||||||||||||||
51 | Survey students interest and staff interest in enrichment activities within the school day | December 2020 | Completed survey | students & staff | ||||||||||||||||||||||
52 | Examine master schedule to explore electives to offer students | May 2021 | Revised master schedule | Admin | ||||||||||||||||||||||
53 | Explore life skills instruction within the instructional day (ex. Junior Achievement, career day, study skills) | December 2020 | Documentation of exploration of life skills instruction embedded into the instructional day | Admin & expansion of programming committee | ||||||||||||||||||||||
54 | Explore life skills instruction opportunities outside of the instructional day | May 2023 | Documentation of exploration of life skills instruction opportunities outside of the instructional day | Admin & expansion of programming committee | ||||||||||||||||||||||
55 | Metric: Increase of students participating in life skill instruction and enrichment opportunities each year of the strategic plan. | |||||||||||||||||||||||||
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