Find it fast Open

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.

Year 2 (2020-21)

  • In the 2019 - 2020 school year, a regularly scheduled committee was formed that identified the central elements of the Vision of the Graduate for Hopkinton High School as evidenced by the updated Vision of the Graduate. 

  • In the 2019 - 2020 school year, various stakeholders were surveyed to identify the primary areas of focus for the HHS Vision of the Graduate.  Based upon this feedback, the areas of focus expanded from 4 to 6.

  • 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.

  • During the 2020 - 2021 school year, School Council and other relevant stakeholders (parents, students, staff, etc) will begin work on the creation of implementation descriptors.
     

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 2 (2020-21)

  • 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.

  • Using the identified Vision of the Graduate competencies, implementation descriptors will be collaboratively created with the goal of conveying what students can do by the time they graduate from Hopkinton Public Schools.  
     

 

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 2 (2020-21)

  • 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.

  • During the 2020 - 2021 school year, the staff will enhance their knowledge of strategies that foster the creation of an environment where the experiences and cultures of their students are understood and respected with the goal of eliminating barriers to students’ success. 

  • During the 2020 - 2021 school year, administration will provide opportunities for students, parents, and staff to voice their observations and feelings related to the conversation of race within HHS and the Hopkinton Community at large.
     

     

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 2 (2020-21)

  • 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.     

  • Using feedback from the Equity, Diversity, and Inclusivity Task Force, staff will review curriculum and their instructional practices to identify areas that need to be adjusted to increase equity and inclusivity. We will work closely with the new District Director of English Language Acquisition, Equity, and Access to provide professional learning opportunities and resources to staff and students.

  • By November of 2020, a student organization will be formed with the aim of creating long term comprehensive goals to address inequities and bias within HHS.  
     

 

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.

Year 2 (2020-21)

  • 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 that 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.

Year 2 (2020-21)

  • 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.