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School Improvement Plan

2023-2024

GOAL #1 - (1-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 through a culturally responsive lens . . . 
THEN all of our students will have the opportunity to experience success and reach the desired levels of mastery and feel a sense of belonging.

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 2023 - 2024 school year, all staff will be introduced to the Culturally Responsive Instruction Observation Protocol (CRIOP) framework and protocol.

  • During the 2023 - 2024 school year, all students will complete multiple targeted writing assignments within the disciplines of ELA, Science, History and Math with disciplinary literacy strategies in mind.

  • During the 2023 - 2024 school year, opportunities and time will be given for teachers to routinely reflect upon, update and revise their 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.

  • The school will conduct a needs assessment to gauge the level of awareness and understanding of culturally responsive instruction among staff members. Based on the needs assessments, professional development will be provided during building based meetings throughout the year.
     

  • By the end of the year, educators will report a better understanding of the knowledge and skills needed to implement culturally responsive instructional practices, specifically Pillars I, III & IV.
     

  • In an effort to continue to foster the growth of literacy skills, students will be asked to read and write in regular intervals using subject specific structures. This will be evident based upon locally created, subject-specific criteria and rubrics.
     

  • 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 looking at assessment data and grading practices, completing stages 2 & 3 curriculum, exploring SEL signature practices, investigating curriculum for bias, and embedding areas for students to foster agency and to lead their own learning.


GOAL #2 - (1-YEAR GOAL) STUDENT EXPERIENCE

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 2023 - 2024 school year, we will collect and analyze student data from a variety of sources (i.e., HSA, Vision of the Graduate, MWAHS, etc.) with particular focus on feelings of inclusion, belonging, as well as ways in which student voice and choice can be amplified.
     

  • During the 2023 - 2024 school year, opportunities for more ‘real-world’ skill development and exploration of post-secondary options will be made available to students.
     

  • During the 2023 - 2024 school year, we will collect data to continue to inform our Tier 3 interventions and to formulate measurable student outcomes.
     

  • During the 2023 - 2024 school year, staff will receive professional development on restorative justice practices in order to utilize them within 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 behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • At the end of the year, students will report having experienced increased opportunities to exercise agency.
     

  • Students will report that their classes have embedded additional learning opportunities within the curriculum that feature student choice pertaining to knowledge acquisition and demonstration of learning mastery.
     

  • Administration and staff will continue to expand upon the Senior Capstone Experience to incorporate more community connections and pathways for students to investigate their interests. 
     

  • Members of the staff will plan to organize and offer a job fair/reality fair in the spring for our underclassmen.
     

  • Administration and counseling staff will partner with the Chamber of Commerce and the Mental Health Collaborative to offer a robust senior transition program that will include aspects of financial literacy, personal finance as well as mental health education.
     

  • Throughout the year, administration and SMLs will collect and analyze various data sources (HSA screening, Empower, START, MWAHS, etc) to utilize in decision making related to the support of Tier 3 students and the efficacy of existing programming.
     

  • Teachers will learn strategies to strengthen relationships and to build a classroom community. This will build capacity within teachers to manage student issues within their classrooms, leading to improved student behavior and attendance.

 

HHS SIP : 2023-2024