School Improvement Plan
GOAL #1 - (2-YEAR GOAL) VISION OF THE GRADUATE
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 build individual habits of success - advanced communication skills, exploration and risk-taking, independent thinking, and perseverance and inspire passionate learners with growth mindsets...
THEN students will attain transferable skills, knowledge, understandings, and dispositions necessary for future success.
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.
Year 1 (2021-22)
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During the 2021 - 2022 school year, various stakeholders (students, staff, and parents) will develop assessment criteria to evaluate student progress related to identified descriptors in each of the six competency areas.
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During the 2021 - 2023 school years, departments and PLCs will review curriculum and be able to identify how the vision of the graduate competencies are embedded in their courses.
Year 2 (2022-23)
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During the 2022 - 2023 school year, 9th grade students will be introduced to the Vision of the Graduate and become acclimated with the portfolio that they will be utilizing to demonstrate their progress.
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.
Year 1 (2021-2022)
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A group of relevant stakeholders will research and compare different assessment methods and utilize this information to develop assessment criteria and a tool that demonstrates and celebrates student progress towards the vision of the graduate.
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Using the competency identifiers, staff will be able to make connections to their pedagogical strategies and the elements of the Vision of the Graduate.
Year 2 (2022-2023)
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All 9th grade students will be exposed to the competencies and descriptors that make up the Vision of the Graduate and be able to articulate how these skills apply to their learning.
GOAL #2 - (2-YEAR GOAL) SOCIAL-EMOTIONAL LEARNING
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 invest in social-emotional, behavioral, and physical wellness and graduate well-balanced students and amplify student voice and self-advocacy skills. . .
THEN students will feel more agency in their learning, demonstrate a higher level of school life balance and will develop competencies involving skills that equip them to calm themselves when angry, initiate friendships and resolve conflicts respectfully, make ethical and safe choices, and contribute constructively to their community.
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.
Year 1 & 2 (2021-2023)
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During the 2021 - 2023 school years, the district will hire a Director of Social Emotional Learning to work with staff to bring awareness and understanding of SEL Tier 1 strategies and practices into all classrooms.
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During the 2021 - 2023 school years, the HMS and HHS Diversity, Equity, and Inclusion (DEI) Team will continue to grow to include students.
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During the 2021 - 2023 school years, HHS staff and administration will work with the Mental Health Collaborative to introduce a mental health curriculum to all 9th graders.
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During the 2021 - 2023 school years, we will evaluate and adjust our schedule to allow for more student agency and self-advocacy.
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During the 2022 - 2023 school year, we will collect data to better inform our Tier 3 interventions and to formulate measurable student outcomes.
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.
Year 1 & 2 (2021-2023)
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Staff members will have access to Professional Development focused on enhancing their SEL strategies and techniques.
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By creating more opportunities such as the Student Council Equity Team, The Challenge Success Team, the DEI Team creation of a Student Voices Subgroup, and the creation of the Respecting Human Differences Course, students will report feeling higher levels of inclusivity, agency, and input into their community as evidenced by student survey results.
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In conjunction with the Mental Health Collaborative, we will develop and implement a 6-lesson curriculum geared for 9th graders in an attempt to enhance their level of awareness and understanding of mental health needs.
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At the end of the year, students will report having more agency over how to schedule and prioritize their time with the implementation of the Flex Block schedule, Tutoring Center, and creation of remediation courses.
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Throughout the year, we will collect HSA screening data, Empower data, START data, as well as MWAHS data to make data driven decisions to support Tier 3 students as well as to analyze the programs we have in place.
GOAL #3 -(2-year goal) CURRICULUM, INSTRUCTION, AND ASSESSMENT
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 update and revise our curriculum, our instructional practices and our assessments in a way that enhances all students' ability to achieve their learning goals . . .
THEN our students will experience success and reach the desired levels of mastery.
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.
Year 1 (2021-2022)
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During the 2021 - 2022 school year, all 9th grade students will complete multiple targeted writing assignments within the disciplines of Science, ELA and History and Social Sciences.
Year 2 (2022-2023)
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During the 2022-2023 school years, opportunities and time will be given for teachers to routinely update and revise their curriculum, with particular focus on instruction and assessment and how that impacts their grading practices.
- During the 2022 - 2023 school year, all 9th & 10th grade students will complete multiple targeted writing assignments within the disciplines of Science, ELA, and History and Social Sciences
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.
Year 1 (2021-2022)
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In an effort to grow literacy skills, students will be asked to read with disciplinary literacy in mind and write in regular intervals using subject specific structures. This will be evident based upon locally created, subject-specific criteria and rubrics.
Year 2 (2022-2023)
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Faculty meeting and building based meeting time will be set aside throughout the year for staff to work within their PLCs and departments to reflect on educational practices. During this reflection, emphasis will be placed on embedding areas for high order thinking, allowing students to foster agency and to lead their own learning.
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By the end of 2023, the written curriculum will accurately reflect the instructional practices being utilized within the classroom including interventions
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In addition to the aforementioned success criteria, state assessments (i.e. MCAS) and other measures (i.e. STAR reading) will reflect a growth in literacy skills compared to previous assessment scores.