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School Improvement Plan

GOAL #1 - Our Changing Needs

Year 1 (2020-2021)

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 our building and personnel needs are responsive to enrollment growth and student needs, THEN we will ensure a positive and productive learning environment for students and staff

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.

  • Conduct a Needs Assessment examining incoming enrollment for 2021-2022 and beyond.

  • Create a Building Task Force (staff, students, parents) to examine data on staffing, classroom spaces, hallways, lockers, student needs

  • Make recommendations for staffing, spaces and rooms

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.

  • Staffing in the 2021-2022 school year meets both enrollment needs and the unique needs of our student population.

  • Spaces within HMS meet the needs of our students

 

GOAL #2 - Diversity, Equity, Inclusion

Year 1 (2020-2021)

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.

  • Review the curricula and make recommendations that ensure representation of the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.

  • Peer leaders facilitate lessons that foster positive peer influence to promote greater social responsibility and a more inclusive and respectful school community.

  • Teach strategies for responding to incidents of bias or discrimination.

  • Make recommendations for increasing and improving our mechanisms for reporting incidents of bias or discrimination.

  • Ensure materials, resources, and school events are reflective of the diverse identities and experiences of students.
     

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.
     

GOAL #3 - Student Engagement

Year 1 (2020-2021)

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 develop and enact a school-wide model for student engagement THEN students will feel a greater connection to and investment in their academics, their classroom, and our school. 

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.

  • Develop practices and protocols for students returning from a lengthy school absence as well as supporting those students who struggle to consistently attend class due social, emotional and behavioral needs.

  • Professional development delivered to staff focused on maximizing face to face time and elevating essential curriculum.

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.

  • School-based programs EMPOWER, START and School Refusal Committee have a positive impact on student attendance and engagement in the classroom that is measured by number of classes and hours attended.

  • Each department shares evidence on changes to curriculum and instruction to engage students.

  • Students indicate via survey that instructional practices were engaging and made them feel connected.