•  

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    Academic

     

    Goal 1:

     

    If educators increase their use of varied instructional strategies and interventions, then all students will achieve at higher levels.

     

     

    Refine and expand curriculum and instruction:

     

    Bring the curriculum design work to scale by June 2015

     

    Evaluate the school-wide use of homework as an instructional strategy

     

    Develop ways to strengthen the co-teaching and collaborative teaching models

     

    Implement the second phase of the new evaluation system designed to continuously improve professional practice

     

    All educators develop and evaluate measurable student-learning goals as part of the evaluation process

     

     

     

     

    August 2014 to June 2015

    Provide department support for the development of curriculum

     

    Collect feedback from 4 or more interdisciplinary faculty discussions on homework practices, uses, etc.

     

    Review the effectiveness of the co-teaching and collaborative teaching models

     

    The second phase of the evaluation system is actively implemented according to district procedures

     

    Review the professional learning teams’ progress related to shared goals and curriculum design on a monthly basis

     

    The identified District Accommodation Plan accommodations are used effectively to support educator goals and student outcomes

     

     

     

     

     

     

     

    Assess the number of courses in Atlas Rubicon

     

    Analyze the faculty and Department Leader feedback on homework as an instructional strategy

     

    Structured interdisciplinary faculty discussions on homework practices, uses, etc. identify successful strategies and suggestions for possible change

     

    Teachers continue to employ collaborative strategies in the co-teaching and collaborative models

     

    The second phase of the evaluation system has been actively implemented according to district procedures

     

    Assess educator progress toward their student learning goals as part of the evaluation process

     

    Analyze the teams’ monthly progress toward the use of student data

     

     

     

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    Academic

     

    Goal 1:

     

    If educators increase their use of varied instructional strategies and interventions, then all students will achieve at higher levels.

     

    Examine the District Accommodation Plan to promote collaboration:  

     

    General education and special education teachers collaborate on intervention strategies (Tier 1 & 2)

     

     Foster district professional learning opportunities and share practices

     

    August 2014 to June 2015

    The collaboration on intervention strategies is monitored through visible evidence of applied District Accommodation Plan strategies that foster student success

     

    Track the Learning Center and Alpha Program referrals and interventions

     

    Coach professional learning teams and individuals on the development of intervention strategies in 3 high leverage areas: feedback, effort & perseverance, and differentiation

     

    Professional learning practices are shared in department and faculty meetings

     

    Deans make effective progress in tracking District Accommodation Plan interventions in a 4 week cycle

     

    Strategies acquired from professional collaboration are observable in instruction

     

    Analyze identified strategies for attendance issues to be sure they are linked to the District Accommodation Plan

     

    Methods and strategies shared and implemented in the co-teaching and collaborative teaching models improve student learning

     

    Teachers lead professional learning opportunities related to high-leverage intervention strategies within Tier 1

     

     

     

     

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    Academic

     

     

    Goal 1:

     

    If educators increase their use of varied instructional strategies and interventions, then all students will achieve at higher levels.

    Expand the use of technology resources and tools:

     

    Implement increased iPad use in grade nine and ten English, Social Studies, and Math

     

    Provide relevant and consistent professional learning related to the use of iPads, Blended Learning, Web 2.0 tools, and grade book use

     

    Embed and implement structures for attendance and discipline interventions to comply with Chapter 222 (mgl 37H ¾)

    August 2014 to June 2015

     

    Observe and provide feedback on the use of iPads, Blended Learning, and Web 2.0 tools

     

    There is an increased use of Blended Learning and Web 2.0 tools in all grade levels

     

    The Chapter 222 structures are actively implemented according to district procedures

     

    Monitor the Chapter 222 interventions

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Analyze the faculty and student survey results related to the appropriate departmental use of iPads, Blended Learning, and Web 2.0 tools

     

    The increased use of technology resources and tools enhanced student learning and productivity

     

    Evaluate the implemented structures for compliance with Chapter 222

     

    The implemented interventions for Chapter 222 support improved attendance and academic achievement

     

     

     

     

     

     

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    Wellness

     

     

    Goal 2:

     

    If we actively foster perseverance, resiliency, and coping strategies, then student wellness (physical and emotional) will improve.

    Continue to develop programs that support wellness:

     

    Through the review process in Guidance, examine the current curriculum and programming for building resiliency, perseverance, and coping strategies

     

    Determine appropriate grade level goals for self-determination and self-advocacy in various school settings

     

    Utilize Extended Homerooms to foster stress relief, time management, and coping strategies

     

    Identify students requiring support

     

    Provide specific strategies for students and parents in Newsletters and other communications

     

     

     

    August 2014 to June 2015

     

    Observe and provide feedback on Extended Homeroom, Guidance Seminar activities, and grade level goals

     

    Principal observation of a minimum of 8 Student Support Team meetings; deans’ peer observations of Student Support Team meetings

     

    Monthly discussions on resiliency and coping strategies at the weekly Administrative Team meetings that include the Assistant Director of Guidance

     

    Observe, listen, and record community feedback related to stress relief, resiliency, perseverance and coping strategies (School Council, PTSA, Parent Group, etc.)

     

    Develop appropriate student survey questions related to physical and emotional health

     

    Discuss the results of the Guidance curriculum and programming review

     

    Analyze the faculty and student feedback on Extended Homeroom activities and Guidance seminars

     

    Analyze the qualitative and quantitative data from the four Student Support Teams

     

    Analyze progress toward the grade level goals for self-determination and self-advocacy

     

    Analyze the data on health-related absences and intervention strategies

     

    Evaluate qualitative data from the community feedback

     

    Analyze the student survey results

     

    Discuss relevant data from the 2013 Youth Risk Behavior Survey

     

     

     

     

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    School Culture

     

     

    Goal 3:

     

    If all educators implement and enforce common expectations

    for digital and academic citizenship, then students will be better equipped to contribute to the school community in a positive manner.

    Support citizenship education in alignment with the district vision:

     

    As a school community, establish clear digital citizenship expectations with the student body

     

    As a school community, establish clear guidelines for academic citizenship; continue the development of a new policy that focuses on expected behaviors

     

    Develop a working committee to explore how to embed existing leadership/citizenship opportunities into the course catalog and student schedules

     

    Assist and support Lexington Public Schools in creating mission, vision, and belief statements that foster academic learning and guide school culture 

     

     

     

    August 2014 to June 2015

     

    Track patterns of behavior related to digital and academic citizenship

     

    Hold monthly discussions at the faculty and leadership level related to academic and digital citizenship

     

    Observe, listen, and record community feedback related to digital and academic citizenship (School Council, PTSA, Parent Group, etc.)

     

    Observe and provide feedback on the progress of Athletic, Academic, and Social leadership groups

     

    The draft mission, vision, and beliefs are practiced in educator dialogue, instruction, decision-making, professional learning, and community partnerships

     

     

     

     

    Evaluate data related to digital and academic citizenship

     

    A final draft of a policy on academic citizenship was developed for implementation in 2015-2016

     

    Implement the appropriate recommendations from the working committee on organized leadership and citizenship groups within the school

     

    Analysis of the student and faculty survey results

     

    Discuss relevant data from the 2013 Youth Risk Behavior Survey

     

    The draft mission, vision, and beliefs are visible in the school community

     

     

     

     

     

     

    Goal

    Implementation

    Timeline

    Monitoring

    Assessment

    Results

    School Culture

     

     

    Goal 3:

     

    If all educators implement and enforce common expectations

    for digital and academic citizenship, then students will be better equipped to contribute to the school community in a positive manner.

     

     

     

     

     

     

     

    Support effective communication in a digital age:

     

    Open the Aspen gradebook portal to students and parents in semester two to strengthen communication with teachers through the use of digital resources

     

    Develop acceptable use protocols to foster appropriate use of the Aspen gradebook

     

    August 2014 to June 2015

     

    Hold quarterly discussions on the positive outcomes of the Aspen gradebook availability to students (related to digital responsibility, self-advocacy, and

    communication

     

    The availability of the Aspen gradebook promotes positive and proactive student-teacher communication

     

     

     

    The Aspen gradebook is effectively used by students to increase communication with teachers

     

    Teachers, students, and parents report positive and proactive outcomes for communication with teachers