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School Improvement Plan

GOAL #1 - VISION OF THE GRADUATE (2-YEAR GOAL)

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.

  • By October of 2019, a regularly scheduled committee will be formed that identifies the central elements of the Vision of the Graduate for Hopkinton High School.

  • Begin the process of revising grading practices to reflect current practices and established standards/guidelines for areas of personal development (classroom & community skills as well as approaches to learning).

  • During the 2020-2021 school year, the Administration and staff will review curriculum and classroom practice to identify ways in which the Vision of the Graduate is evident in their classrooms.

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.

  • The Vision of the Graduate will be established to accurately encapsulate the priorities of the Hopkinton High School community which is actively reflected in the school culture and drives curriculum, instruction, and assessment in every classroom.  

  • We will identify, based on stakeholder feedback, what transferable skills, knowledge, understandings, and dispositions are our top priorities for future success. 

  • A comprehensive method of review and assessment will be in place and utilized to determine student progress towards the vision of the graduate with input from staff

 

GOAL #2 - SOCIAL-EMOTIONAL LEARNING (TRANSITIONS, SCHEDULE, HEALTH & WELL BEING OF ALL) (2-YEAR GOAL)

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.

  • During the 2019 - 2020 school year, HHS will work with the Challenge Success program to support and lead work focused on building a socially and emotionally safe environment.  

  • During the 2019 - 2020 school year, the staff will explore and incorporate techniques into their classroom practice that create stronger relationships and better enable students to manage emotions. (I.E. the utilization of restorative practices to mitigate student behavior, consistent use of self-management practices to diminish stress levels, etc) .

  • We will continue to survey relevant stakeholders (students/ parents, transfer students/parents, and seniors/senior parents) to receive their thoughts related to their experiences at HHS.
     

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.

  • By the end of the 2019-2020 school year, student survey results will show an overall increase in students feeling a higher level of school life balance.  

  • By the end of the 2019 - 2020 school year, we will measure success in a variety of ways.  For example, there will be a reduction in disciplinary referrals, student survey results will show an increase in practices of mindfulness, and a statistical decrease in mental health-related issues and hospitalizations.  

  • Using the aforementioned feedback, specific areas of need will be identified and specifically targeted for the 2020 - 2021 school year.   

 

GOAL #3 - Plan for enrollment growth (levels of staffing and building needs) (2-year goal)

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 plan for human resource, facility and equipment needs and account for the evolving profiles of students and a growth in student population. . . 

THEN the physical space will be an enhancement to the educational experience and augment growth for all students. 
 

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.

  • During the 2019 - 2020 school year, an evaluation of current levels of building capacity will be conducted.

  • During the 2019 - 2020 school year, methods to ensure more equitable class sizes given the current schedule and the length of the school day will be explored.  In addition, current teaching assignments and caseload sizes (counseling, liaisons, other support personnel) will be analyzed to identify areas of need will be reviewed and prioritized. 

  • During the Fall of the 2020 - 2021 school year, the administration will report to the School Committee the progress made from the previous year.

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.

  • By the end of the 2019-2020 school year, options to ensure more equitable class sizes across academic levels will be identified (with additional staffing as well as without additional staffing).

  • By the end of the 2019-2020 school year, the High School Scheduling Committee will make recommendations to improve our current schedule to meet the needs of all learners to the School Committee. 

  • During spring of 2020 - 2021, the administration will make recommendations with appropriate steps to adequately address the learning spaces for the high school community and to ensure the district has short and long term plans to address the needs of the building and facilities, enrollment changes, and staffing needs.