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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 design relevant writing exercises and implement them throughout multiple disciplines with corresponding feedback on student progress . . . 

THEN our students will develop and employ the skills, structures and strategies necessary to effectively communicate through writing.
 

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)

  • 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.

  • During the 2021 - 2022 school year, 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)

  • During the 2022 - 2023 school year, 9th grade students will be introduced to the Vision of the Graduate and the processes for demonstrating 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)

  • 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.

  • 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)

  • 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 - 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.

 Year 1 & 2 (2021-2023)

  • 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.

  • During the 2021 - 2023 school years, the HMS and HHS Diversity, Equity, and Inclusion (DEI) Team will continue to grow to include students. 

  • 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.

  • During the 2021 - 2023 school years, we will evaluate and adjust our schedule to allow for more student agency and self-advocacy.

  • In an effort to assist with the transition from 8th to 9th grade, members of the HHS staff and members of the HMS staff will meet to discuss the educational profiles of the incoming 9th graders and plan programming that is appropriate to meet student needs.

     

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)

  • Staff members will have access to Professional Development focused on enhancing their SEL strategies and techniques. 

  • 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.

  • 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.

  • 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.

  • Based upon self-reported survey results, incoming 9th grade students will report that their transition to the high school was supported appropriately.   

 

GOAL #3 - Disciplinary Literacy (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.

Year 1 (2021-2022)

  • 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)

  • During the 2022 - 2023 school year, all 9th and 10th grade students will complete targeted writing assignments which will be expanded to other disciplines. (Wellness, Math, BTE, Visual Arts, World Language) .

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)

  • 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)

  • 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.