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Annual goals evolve from community feedback, the prior year-end review and meetings held with The School Board, Central Office and Administrative Team. These goals continue the work of the Strategic plan. Each area of focus has clearly defined goals with outcomes and measures.
This year’s plan also recognizes the time, energy, and resources need to support the Future Ready D36 initiative. In order to encompass the educational master facility plan initiative and the ongoing work of Reaching ALL Learners, these two goal areas remain the focus for the 2018-2019 school year with updates incorporated to sub-goals, measures, metrics and action steps.
Goal Area 2018-2019 Annual Goals 1. Future ReadyD36
1.1 Approve a long term Educational Master Facility Plan (EMFP) and develop a corresponding capital project timeline.
2. Reaching AllLearners
2.1 Embed high-quality and relevant inquiry projects with real world applications to challenge and support all learners.
2.2 Strengthen MTSS practices to effectively identify and serve students who require intervention in reading, writing or math. (replaces K-2 goal)
2.3 Implement co-teaching and instructional coaching models to enhance integrated service delivery in elementary schools.
2.4 Leverage technology-based resources to increase student engagement and personalized learning opportunities.
2.5 Strengthen Home-School-Community Partnerships to support Reaching ALL Learners goals.
2018-2019 Annual Goals
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Goal 1. Future Ready: 2018-2019 Outcomes
1.1 Approve a long term Educational Master Facility Plan (EMFP) and develop a corresponding capital project timeline.
Measure(s):
Meet 90% of targeted milestones for final phases of Future Ready D36.
Board approved Educational Master Facility Plan by fall 2018.
Updated financial projections to ensure decisions include long-term impact and funding source.
Board approved Educational Master Facility Plan: Phase 1 Implementation Plan by May 2019.
Action Steps • Implement Plan as detailed in EMFP Board decision timeline.
• Secure funding sources for Phase I capital projects plan.
• Enact communication and community engagement plan.
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Goal 2. Reaching All Learners: 2018-2019 Outcomes
2.1 Embed high-quality and relevant inquiry projects with real world applications to challenge and support all learners.
Measure(s)
Expand the number of model “exemplars” of highly effective inquiry projects District- wide. Baseline=14 model “exemplars”; Goal= 25 model “exemplars”
Maintain or increase the number of “top quartile students” meeting MAP growth targets in all grades.
o Spring baseline data = 6/6 grades met growth targets in math; 5/6 gradesmeeting growth targets in top quartile in reading.
Meet student growth and achievement targets focused on math and reading in District Improvement Plan (fall and spring).
Document inquiry learning based professional learning for staff and administration. o Provide inquiry/integrated learning workshops for administration and facilitators
during the first trimester.o Facilitate inquiry professional learning strand for D36 Institute Days. Inquiry
learning strand with a 85% satisfaction rate for participating teachers.o Integrate inquiry professional learning into collaborative learning teams each
trimester.
Identify and utilize a tool to measure the impact of improvements in classroom learning spaces. Elements to be measured include student engagement, teacher practice, student agency etc.
2.1 Action Items
• Embed Inquiry-based learning in curriculumo Social Studies: Complete Year 2 of Curriculum Cycle. This includes writing of
KUD’s which include the new Social Studies Inquiry Standardso Math: Focus on mathematical discourse and applicationo Science: Utilize Science Design Process. Provide more real world applications.o ELA: Focus on Claim-Evidence-Reasoning to support argument-driven inquiryo Resource Center: Design Thinking goal 2.5 to be used as a powerful form of
inquiry based learning.
• Provide school structures/schedule to support teaming and integrated learning.o Adjust team meeting schedules to provide for cross-disciplinary collaboration.o Utilize CLT time to focus on integrated learning.
• Identify and disseminate digital resources to support interdisciplinary and inquiry-based learning.
• Capture exemplars utilizing digital tools such as iPad creative suite.
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o Each exemplar to include teacher feedback for student effort and quality ofwork.
• Examine the impact of learning spaces on facilitating integrated/inquiry-basedlearning.
o Learning Spaces Teamo Prototype Classroomso Resource Center Directors and Maker Spaces
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2.2. Strengthen MTSS practices to effectively identify and serve students who require intervention in reading, writing or math. (replaces K-2 goal)
Measure(s)
Increase the number of interventions offered within the general education classroom over the course of the school year by 20%.
o Baseline number of interventions within the general education classroom will beestablished after data meetings in September 2018.
Increase the number of grade level cohorts K-3rd where 85% of students receiving intervention in reading decoding, fluency and comprehension successfully exit by meeting grade level expectations following targeted intervention.
o Baseline - May 2018, 5/11 cohorts met 85% target
Maintain at least 85% of students K-3rd exiting intervention by meeting grade level expectations in writing and math.
o Baseline - May 2018, 7/7 cohorts met or exceeded the 85% target
Increase provision of documentation to parents regarding student performance and progress in MTSS to at least two times annually.
o Parent letter at introduction of interventiono Progress report mid interventiono Year End report/exit report
2.2 Action Items
• Establish parameters for when services will be offered in the classroom, outside ofthe classroom and at specific Tier levels.
• Follow guidelines for intervention timeline and frequency as recommended byresearch-based programs.
• Establish consistent documentation practices for reporting student progress throughuse of Illuminate (student database to monitor growth).
• Clearly define roles of all certified and non-certified staff who provide interventions tostudents (facilitators, interventionists, teachers, associates)
• Develop consistent documentation processes for referrals and communication toparents pre and post intervention.
• Develop and implement Decision-making Flowchart for MTSS practices.
• Provide professional development opportunities for differentiated instruction andintegrated teaching practices to staff.
• Establish new data targets for entrance into MTSS over the course of the school year.
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2.3 Implement co-teaching and instructional coaching models to enhance integrated service delivery in elementary schools
Measure(s)
Increase the number of students who are accessing integrated services o Baseline - current IEP minutes in and out of general education classrooms as
of August 27, 2018o At least 50% of students on an IEP will have more integrated service exposure.
Increase the percentage of students who successfully exit special education by meeting their goals (at least 5% decrease for students on an IEP)
o Baseline 19.8 % currently in special education (16.05% when remove speechonly IEPs)
Increase the number of students who access flexible service delivery for speech and language support by at least 10%
o Baseline - 61 students on speech-only IEPs grades K-8 - anticipate this numberwill decrease as more students access flexible services.
Meet or exceed a 50% MAP growth target in reading and math for students with an IEP (by cohort).
o Baseline Growth targets for Fall, 2017 – Spring, 2018 by IEP cohort (6/8cohorts met in Reading and Math)
2.3 Action Steps
• Refine local special education eligibility standards/criteria for specific learningdisability based on best practice
• Implement eligibility standards consistently across all school buildings.
• Establish protocol for consideration of alternative educational placements (build onwhat is in place for SEL resource).
• Implement a plan that outlines communication guidelines with and among staffgroups to ensure consistency among all school buildings
o Principals, school psychologists, building level special education coordinators,etc.
• Increase flexible service delivery options for speech therapy services inclusive of inclassroom support; review standards/data points for entry into speech therapy .
• Provide Professional development focused on implementation of Tier 1 interventionswithin the classroom to staff.
• Partner with NSSED for provision of targeted professional development for certifiedand noncertified staff.
• Implement Instructional Coaching at elementary level (NSSED).
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• Provide additional staff training for IEP writing of targeted, skill-based goals andobjectives.
• Provide parent education on special education and parent participation in the IEPprocess.
• Increase private provider outreach to strengthen partnership (ex. Host D36 coffees).
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2.4 Leverage technology-based resources to increase student engagement and personalized learning opportunities.
Measure(s)
80% of students in grade 3 and grade 4 will earn at least two microcredentials (badges) for makerspace learning outcomes (Coding, Circuitry, Robotics, and the 4C’s.)
Each elementary school will have at least one four-week rotation of Girls Coding Club.
Design challenges will be added to each grade level (grades K-4) for a total of 4 design challenges at each grade common between the three elementary schools.
Student innovation teams (grades 4-8) will problem-solve at least two rapid cycle problems related to their school communities or beyond.
Collect baseline data for student and staff survey to replace the BrightBytes data tool for use in monitoring and evaluating student learning in a technology-rich environment.
Meet student growth and achievement targets focused on math and reading in District Improvement Plan (fall and spring).
Grade-specific learning outcomes for coding program in grades K-4.
2.4 Action Items
• Ensure technology integration specialists (TIS)/RC Directors meet and create learningplans with at least 20% of their staff in Year 1 of the new TIS/RC staffing model toensure lessons are incorporating technology when appropriate. Year two = 50% ofstaff.
• Identify coding choices (ex. JavaScript, Python, app development…) for students ingrades 5-8.
• Implement the microcredential (badge) systems for students in grades 3 & 4 formaker space learning outcomes.
• Continue to develop design and engineering challenges for all grade levels.
• Engage student voice in large-scale challenges and opportunities through the creationof a student innovation teams and student technology support teams. There will beone team per school.
• Determine the monitoring and evaluation tool to replace BrightBytes survey tomonitor student learning and technology.
• Develop database of tech-based resources used by schools for all staff access.
• Provide professional development session on Institute Days related to instructional
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technology.
• Collaborate with student services department to support use of assistive technology.
• Ensure technology integration specialists support staff in using student performancedata to inform personalized learning plans.
• Increase the number of digital displays throughout the District from 4 to 10 (at leasttwo at each building) to display digital work.
• Teachers utilize technology (Digital Portfolio, Learning Management System, Website,Newsletter, Social Media) to provide insight into their classroom on a regular cycle.
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2.5 Strengthen Home-School-Community Partnerships to support Reaching ALL Learners goals.
Measure(s):
Meet a 80% conference satisfaction rate for Parent/Teacher conference in grades 7-8. o Fall 2016 Results 7-8 (78%); Winter 2017 Results 7-8 (77%)
Maintain at least 90% or greater indication that there was an increase in understanding by parents for WPI sessions.
o 2016-2017 baseline = 98% indicated an increase in understanding; 2017-2018= 97% indicated an increase in understanding
Increase WPI attendance to 350 guests over the course of 2018-2019 o 2017-2018 baseline = 314
Maintain the WPI courses focused on student social/emotional health to four per semester (targeted per parent feedback).
o Baseline (2016-2017) – three per semester; (2017-2018) -- four per semester
In collaboration with Department of Student Services, plan and promote three WPI sessions for parents pertaining to student support in and out of school
Increase communication to parents with children receiving interventions (MTSS) at least twice annually.
o Baseline (varies based on school building)
2.5 Action Items
• Communicate the Shared Vision “in action” with parents and colleagues throughnewsletters, emails, and social media.
o Specifically target inquiry-based projects with multi-faceted communication
• Plan activities for school partnerships with neighbors and residents to increaseaccess to the schools and improve relations.
• Support the Police Department’s request to increase visibility and positive relationswith students and school staff.
• Partner with local preschools via the Alliance for Early Childhood and other informalmeetings.
• Increase WPI attendance by completing preliminary schedule in September, as wellas enhancing press and community outreach and including in mailing(s)
o Partner with other local orgs to open up to future/former parents§ Outreach to preschools with fall schedule§ More consistent PTO promotion
o Partner with Department of Student Services to tie in with Reaching ALLLearners Goal by offering sessions such as Understanding Your Child’s IEP,
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School Anxiety, ADHD, and panels or discussions on various topics pertaining to Student Services (i.e. NSSED).
• Conduct 1-2 Rotary presentations in addition to Future Ready D36 (i.e. Barry andMaureen discussing STEAM and inquiry-based projects).
• Help home-school-community outreach efforts as identified in the SIP plans.
• In partnership with DSS, increase provision of documentation to parents regardingstudent performance and progress in MTSS to at least twice annually.
• Develop initial communication plan for 100th anniversary of Carleton Washburne’sstart in D36.
