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School Improvement Plan

GOAL #1 - High Levels of Learning for All

Year 1 (2019-2020)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward 

IF we create a systematic and multi-tiered system of support, THEN each student at Hopkinton Middle School will learn at high levels.

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Establish department meetings as Professional Learning Communities (PLC) focusing on curriculum and instruction

  • Administrators meet regularly with Content and Team PLCs to establish fluency and consistency in the use of student learning data to improve student growth and achievement

  • Professional development on instructional practices

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • PLCs and departments share strategies and materials aimed at improving student learning and instruction

  • Data protocols established to closely monitor student learning data and provide remediation

  • Improved utilization of flexible grouping practices within English and math classes

 

GOAL #2 - Diversity, Equity, Inclusion

Year 1 (2019-2020)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward..

IF we create an academic and social culture that advances and embraces diversity THEN all students will have greater understanding and acceptance of the world around them and how it applies not only to what they are learning in the classroom but also to their daily interactions with others.

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. 

There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Educators explore each course’s curriculum to solidify and embrace diversity
  • ADL peer leaders facilitate lessons that foster positive peer influence to promote greater social responsibility and a more inclusive and respectful school community
  • Examine social/emotional programming to determine how best to reach our students in order to improve student to student and staff to student connections

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • Planned and taught curriculum include culturally responsive practices and materials

  • School culture will show marked improvement as measured by annual student and staff survey

  • Generate recommendations for modifying programming for 2020-2021 school year

GOAL #3 - Voice, Choice and Engagement

Year 1 (2019-2020)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward..

If we incorporate opportunities for students to engage in curricular choice, school governance, schoolwide needs/problems/challenges, and learning feedback THEN we will amplify student voice and self-advocacy skills

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Explore Related Arts courses and model (required vs. elective) at each grade level to ensure we are meeting students needs and interests

  • Increase awareness and engagement in extracurricular activities 

    • Offer a club fair for students

    • Share clubs with families

  • Develop grade level expectations for the social emotional learning and growth of each student

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • Make recommendations for Related Arts schedule and offerings for the 2020-2021 school year

  • Increase student enrollment and interest in extracurricular activities

  • Establish student self-assessment and teacher rubric to measure each student’s growth and achievement