2018-2021 Strategic Plan "Portrait of a Graduate" - Dudley-Charlton Regional School District - Dudley-Charlton ...
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Dudley-Charlton Regional School District
2018-2021 Strategic Plan
“Portrait of a Graduate”
68 Dudley-Oxford Rd. Dudley, MA 01571
www.dcrsd.org
508-943-6888
A NOTE FROM THE SUPERINTENDENT
May 2018
Dear DCRSD Students, Staff, Families and Community Members:
For the past several months administrators, school committee members, teachers, parents, community leaders, and business partners have worked
together to create a strategic plan that outlines the “Portrait of a Graduate.” While many academic, personal, and interpersonal skills are included in a
well-rounded education, we wanted to focus on some areas that would best prepare our students for their lives even beyond school; lives that will be
lived in a time of rapid change, technological innovation and a globalized economy.
The work began in the fall with looking at various competency areas of graduates and narrowing it down to seven key competencies to be our focus
during the next three to five years.
Technological Literacy
Critical Thinking and Problem Solving
Empathy
Initiative and Self-Direction
Resiliency
Effective Communication
Global Awareness
The Dudley-Charlton Regional School District has been a proud and successful district for over forty years, and it is our goal with this plan to
enhance that success. In order to do so, we recognize the need to shift our practices toward the skills our students will need in the modern world. That
shift is represented in this strategic plan. However, even as we change, the core of who we are remains the same. Dudley-Charlton will remain a
place where students are expected to be civil and respectful to one another and where they can experience many positive things beyond the
classroom. You might say, we will still be Dudley-Charlton, just better and more innovative.
With sincere gratitude for all your support,
Gregg J. Desto, Superintendent 2.
PROCESS
August 2017- District Administrators participated in a two day retreat and identified strengths and weaknesses in the District. After looking at
multiple competencies in the “profile of a graduate,” they narrowed it to a key seven (7) that would have the greatest impact.
September 2017- A parent survey was placed on the District website to provide parent and community input around the important
competencies. In addition, former alumni were invited to share what they gained from a DCRSD education and what they wish they had
learned or experienced to help them with “life after high school.”
October 5, 2017 and November 9, 2017 – Fifty participants met to begin the process of developing the District’s next strategic plan. An
overview of the District’s current status, as well as a vision for the future, was set in a presentation by Superintendent Desto.
Weeks of November 13-December 5, 2017- Three overarching competency themes were established (Academic, Personal and
Interpersonal) and action plan teams began to identify specific objectives for each of the areas.
December 6, 2017- Some “fine-tuning” of the proposed action steps took place during discussion at an Administrative Council meeting and
the District Leadership team was in agreement that identified objectives captured the essence of the direction that was needed and to begin
to prepare our students to be ready for the 4th industrial revolution.
January 2018- District Office Leaders re-worked the action steps into one cohesive rough-draft document that included condensed focus
areas and objectives; yet still containing all information.
March/April 2018- The rough-draft document was shared with participants of the three small action groups to be proofread and to ensure
that it captured the essence and intent of the original conversations.
May 2018 - The final draft was shared with School Committee members for approval
June 2018- Plan published and distributed to staff, families and community members.
July 2018- Plan officially begins.
3.
STRATEGIC PLANNING PARTICIPANTS
Thank you to all participants who gave so willingly of their time!
Allen, Lorinda-Director of Curriculum and Student Assessment Messier, Timothy- Teacher, SHRHS
Antocci, Mary- School Committee Member Marderosian, Barbara- Teacher, SHRHS
Ares, Karen- STEAM Director Mathieu, Richard- Director of Finance and Operations
Aucoin, Pauline- School Committee Member Nolette, Terri- Instructional Assistant, Mason Road
Bilis, Lisa- ELL Teacher, Dudley Middle/Dudley Elementary Pacheco, Lori- Principal, Charlton Elementary
Booth, Randi- ELL Teacher, Mason Road/Charlton Elementary Packard, Dean- Principal, Charlton Middle
Chalk, Ray- School Committee Parmley, Robin- Principal, Mason Road
Chaplin, William- Principal, Shepherd Hill Pastore, Kathleen- Principal, Heritage School
D’Amelio, Melissa- Teacher, Charlton Elementary Peloquin, Todd- Teacher, Charlton Middle School
D’Arcangelo, Dan- Director of Technology Pierangeli, Mary- Principal, Shepherd Hill
Desto, Gregg- Superintendent Pietrzak, Joseph- School Committee Member
Ferranti, Jeffrey- Interim Director of Special Education Rabbitt, Elaine- School Committee Member
Foley, Kevin- Teacher, Charlton Middle School Reed, Stephanie-School Committee Member
DCTA President Sage, Stefan- Parent/Community Member
Fournier, Matthew- Teacher, Charlton Middle Seibold, Diane- Principal, Dudley Elementary
Gerrard, Marilyn- District Nurse Coordinator Snow, Justine- Teacher, Charlton Elementary
Grondalski, John- Dudley Charlton Educational Starczewski, Christopher- Principal, Dudley Middle
Foundation/Parent Szela, Kelly- Charlton PTO President
Haig, Darin- Adjustment Counselor, SHRHS
Tilly, Jean- Dudley Charlton Educational Foundation/Parent
Ide, Stephen- Teacher, Dudley Middle
Way-Betz, Elizabeth- Teacher, Dudley Elementary
Julian, Tracy- Teacher, Dudley Middle
Kabala, Catherine- School Committee Member Webb, Sabrina-Cornerstone Bank
Lyons, Katie- Teacher, Heritage Wojnar, Steven- Dudley Chief of Police
4.
THE SEVEN KEY COMPETENCIES
Technological Literacy
5.
ACADEMIC COMPETENCIES
FOCUS AREAS:
Technological Literacy (TL)
Critical Thinking and Problem Solving (CT/PS)
GOAL Students will be able to collaborate and communicate effectively using various digital tools.
#1
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
TL 1.1 Addition of access Increased technology Superintendent High
The District will upgrade the points at Shepherd infrastructure means Technology Director
technological infrastructure in all Hill by 2020. students are able to Director of Finance and
TECHNOLOGICAL
seven (7) school buildings by All schools’ Ethernet access information more Operations
contracted professionals to enhance cables upgraded to reliably, and at quicker School Committee
LITERACY
student learning and to foster curricular CAT6 and fiber speeds.
innovation. cables to 10Gbps by
2021.
Increased bandwidth
District-wide by
2021.
TL 1.2 An additional 600 Accessing individual Superintendent High
The District will pursue the addition devices procured by devices at all times of Technology Director
of more technology devices for the 2020. day, increases students’ Director of Finance and
high school to achieve a 1:1 device to An additional 600 technological fluency and Operations
student ratio. devices procured by skills needed for modern High School Principal
2021 (for a total of employment. It also
1,200 over 5 years.) allows for increased
opportunities in
personalized learning.
6.
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
TL 1.3 Establishment of a When teachers are Director of Curriculum Low
The District will continue to provide “Digital Leaders and confident and competent STEAM Director
professional development Learners” Team to with digital learning, Building Principals
opportunities for teachers and staff to provide in-house opportunities increase for
help them effectively implement training by 2019. students (i.e.-
digital learning in their classrooms. differentiation with GSuite,
conducting research, digital
portfolios, etc.)
LITERACY (continued)
TL 1.4 The possibility of By allowing students and Superintendent Moderate
The District will use technology to expanding virtual teachers to connect with
TECHNOLOGICAL
Director of Curriculum
build and model strong virtual classes for Middle other sources of learning STEAM Director
partnerships for learning, either School/High School across the globe, in Principals
across the district, state, country, or students will be various ways, we increase Teachers
globally. investigated by 2019. opportunities for
Investigate a innovation, cultural
partnership with an awareness, and initiative
organization that and self-direction.
provides virtual Additionally it provides
learning opportunities our students with
(such as Global Stem) expanded learning
by 2019. opportunities, otherwise
Administrators will unavailable to them.
conduct at least two Creating virtual
(2) virtual partnerships with other
meetings/trainings school districts allows
with their staff each teachers and students to
school year by 2019. access teaching in content
All classrooms in areas we may not be able
grades PreK-12 will to provide due to either
participate in at least finances or availability of
one (1) virtual skilled faculty in this
connection during area. (i.e. a virtual
each school year by Mandarin class with a
2020. town outside of Boston.)
Goal Students will demonstrate personal responsibility and accountability when using technology.
#2
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
TL 2.1 Grades 5-12, will By utilizing the online Director of Technology None
The use of the online grading portal utilize the online grading portal, students Principals (Cost savings)
will continue to be expanded. grading system- with (and their families) have
LITERACY (continued)
Data Specialist
timely access to
TECHNOLOGICAL
solely electronic Teachers
report cards issued by assignments and grades,
2018. in order to help monitor
Grades PreK-4 will and advocate for their
move towards own learning needs.
utilization of the
online grading
system-with electronic
report cards issued by
2020.
TL 2.2 All Grade 5-12 Core Benefits to students Director of Technology None
The use of Google Classroom will be Teachers will have a include: Principals
expanded District-wide. Google Classroom -a consistent online Data Specialist
established by 2019. learning platform Teachers
All Grade 2-4 (required by many
Teachers will have a colleges)
Google Classroom -easy access to materials
established by 2020. -promotes differentiation
of assignments
-less paper
-student engagement
8.
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
LITERACY (continued)
TL 2.3 Establishment of a Students will be STEAM Director Low
Parent education opportunities will Media Club at Middle encouraged to be aware Technology Director (Cost of
TECHNOLOGICAL
be provided regarding technology, Schools and High and analyze their online Director of Finance and equipment and
including but not limited to, social Schools by 2018. behaviors, in turn Operations guest speakers)
media trends, “how to keep kids safe,” Establishment of “It’s educating their parents. Principals
tools and websites for learning, etc. All About Kids Teachers
Series” for District
Youtube Channel (for
parents, made by kids)
by 2018.
TL 2.4 Social media policy By updating the Superintendent
Written guidelines and expectations will be reviewed, social media policy Technology Director None
of professional and personal use of updated and shared with current trends School Committee
social media for staff and student will with staff and and expectations,
be reviewed. students by 2019. students will be
taught professional
and safe behavior for
their online presence.
GOAL Students will learn how to formulate concrete ideas from abstract concepts.
#1
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
CT/PS 1.1 Understanding By Students learn how to Director of Curriculum Low
The District will promote the use of a Design (UbD)training take initiative and STEAM Director
Project Based Learning Method to for ALL teachers (“train responsibility, build Principals
strengthen the use of higher order, the trainer model”) to their confidence, solve Teachers
open-ended discussion and take place by 2019. problems, work in
questioning in all subject areas. Teams (grade level, or teams, communicate
content area) will design ideas, and manage
and implement at least
themselves more
one PBL Unit by 2019.
effectively. PBL
and PROBLEM SOLVING
Content curriculum will
addresses standards in a
be redesigned to create
CRITICAL THINKING
multiple PBL units way that is engaging
within a digital mapping and helps students
platform by 2020. understand concepts
more deeply.
CT/PS 1.2 Redefine roles and job By incorporating digital Director of Curriculum Low
Opportunities at middle and high descriptions of standards into core STEAM Director
school grade levels to embed elementary school content areas, students Principals
computer science, research, and computer teachers by will be using research Teachers
analytical thinking into classes will 2018. and analytical thinking
be increased. Updating of content level skills on a daily basis.
curriculum maps in
grades PreK-12 to
include the Digital
Learning Standards by
2019.
Redesign course
offerings at middle
school and high school
levels to include
Robotics and computer
science by 2020.Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
CRITICAL THINKING and PROBLEM Impact
CT/PS 1.3 Additional offerings of The mathematics of Principals Low
Elective classes/clubs that focus on electives or clubs at all modern computer Guidance Dept.
(Stipends for
strategy (Ex: game theory/economic seven (7) schools, science is built almost Teachers
SOLVING (continued)
theory, discrete math) will be directly connected to club advisors)
entirely on discrete
established. problem solving/higher math, in particular
ordering thinking by combinatory and graph
2019. theory. This means that
Establishment of a in order to learn the
DECA, Inc. team at the
fundamental algorithms
high school by 2020.
used by computer
programmers, students
will need a solid
background in these
subjects.
GOAL Students will be able to analyze “real-world” problems, then hypothesize and construct a plan to
#2 create a solution.
CT/PS 2.1 An addition of a capstone Authentic performance Director of Curriculum None
All Seniors will produce authentic project class at the high assessments represent Principal
performance assessments (portfolio school by 2020. new ideas, and gives SH Guidance Staff
assessments, and/or capstone Establishment of students the opportunity Teachers
projects.) authentic performance to demonstrate the
assessments for all high knowledge and skills
school seniors by 2020 they have gained and
via, but not limited to: apply it to a real-world
Showcase nights and issue. The presentation
Capstone projects phase allows them to
utilize communication
skills they may have
gained.Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
CT/PS 2.2 Participation in the According to Director of Low
Financial Literacy, and “life skills” “Credit for Life” (or the Council for Curriculum
education will be expanded at the similar) program by Economic Education's Principals
CRITICAL THINKING and PROBLEM
Middle Schools and High School for 2019. annual Survey of the Guidance Staff
all students. Student workshops on States, 17 states in Teachers
skills needed after the US now require that
graduation (i.e. resume students at public high
writing, job interviews,
SOLVING (continued)
schools take a personal
etc.) by 2019.
finance class before they
Annual Financial
graduate. No matter
Literacy Learning
events established by what you do in life, it all
2020. comes down to finances.
Surveys from graduates
showed this was the area
for which they wish
DCRSD had better
prepared them.
Students will learn
resume writing, how to
navigate job interviews,
etc. to prepare them for
life beyond graduation.
CT/PS 2.3 Field Trips to local Students are our future, Low
Expand student learning town government and as such will be
opportunities for civic responsibility buildings by 2018. voting and participating
and engagement; including Mock District-wide in town, state and
understanding how town, state and state election in federal government in
federal offices and politics work. November of 2018. various ways after
Establishment of graduation. They should
Civics clubs by 2019. have a solid
Mock District-wide understanding of the
presidential election framework for the
in November of government system
2020. where they reside.
12.PERSONAL COMPETENCIES
FOCUS AREAS:
Empathy (E)
Initiative, Self-Direction and Resiliency (ISR)
GOAL
#1 Students will consider the thoughts and feelings of another before speaking or acting.
Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
E1.1 Teachers will Helping students Director of Curriculum Low
The District will focus on educating incorporate “learning understand what they have Principals
students about peers in “protected” moments” about in common with others of Teachers
civil rights categories. protected categories. different backgrounds, District Equity
into class discussions by abilities, culture or Committee
September 2018. mindsets, is crucial
EMPATHY
The District Equity to developing lifelong
Committee will skills that will serve to
investigate bringing in help them
experts to address understand others and
students by Fall 2019. interact positively with
them.
E1.2 Motto will be displayed Research has shown that All District Low
“Everyone Matters” will be prominently, in various kindness positively Administrators
established as a district wide motto. ways, by Fall 2019. changes the brain when District Equity
Motto will be supported you think about it, talk Committee
through a variety of about it, feel it and
media throughout the reproduce it. This positive
life of the strategic plan. feeling leads to improved
health and less stress,
therefore helping to reduce
student anxiety. In
addition, kindness is the
antithesis of victimization
and has been proven to
reduce incidents of
bullying in schools.Action Steps to help students meet the Benchmarks How will this make life People Responsible Estimated
goal better for our students? Financial
Impact
E1.3 A minimum of two Research shows that Director of Curriculum Low
The District will provide equity training sessions will be teachers are the #1 in- District Equity
training for all staff members. offered for all District school factor in student Committee
employees around learning. Diverse Professional
equity and diversity by classrooms must utilize Development
Spring of 2020. varying means of Committee
communication. Cultural
backgrounds, gender roles
EMPATHY (continued)
and religious backgrounds
may have a significant
impact on the value a child
places on learning and
his/her teacher.
E1.4 District civility Research has shown that All District None
All staff will be expected to model guidelines will be kindness positively Administrators
and foster an atmosphere of kindness adhered to, by staff and changes the brain when
and respect throughout the District. students, in every you think about it, talk
school. about it, feel it and
reproduce it. This positive
feeling leads to improved
health and less stress,
therefore helping to reduce
student anxiety. In
addition, kindness is the
antithesis of victimization
and has been proven to
reduce incidents of
bullying in schools
14.Goal Students will build skills in initiative, self-direction, and resiliency to meet the needs of an ever
#1 changing world.
Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial
INTIATIVE, SELF-DIRECTION
Impact
ISR 1.1 Each school will display By helping students create Director of Curriculum Low
Students will be provided with tools and teach growth- a growth mindset through Building Principals
mindset “self talk”
and RESILIENCE
to help promote a growth mind-set a tool they are well- District ELL
that will assist them in seeing the language. connected with they begin Coordinator
importance of initiative and self- The district Youtube to realize what can be Building ELL Teachers
direction throughout their lives. channel will be utilized accomplished through School Psychologists
to teach personal dedication and hard work.
competencies. Growth
mindset will be featured
by Spring 2019.
A resource library of
books, videos and
articles to support
students in personal
competencies will be
created by spring 2020.Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial
Impact
ISR 1.2 Business partnerships Research shows that career Director of Curriculum None
Shepherd Hill will research and will be created to offer development activities, STEAM Director
implement school-day internship internships by spring such as internships and SHRHS Principal
INTIATIVE, SELF-DIRECTION and
opportunities within the community 2019. volunteering, are SHRHS Guidance
for students in grades 11 and 12. becoming increasingly
important for high school
RESILIENCE (continued)
students who want to get
into better colleges and
find future employment. In
addition, work experience
is helpful in ensuring they
make a good career
decision and building a
professional network.
ISR 1.3 Consistent assignment By having students Building Principals Low
All staff will develop and utilize management routines become more organized it Classroom Teachers
routines to assist all students in established throughout helps them to have better
grades 2-12 with self-management of all classes at each time management skills,
assignments and deadlines, utilizing school by fall 2018. and helps decrease
G-suite tools and/or written agendas Survey of students/ procrastination. It also
throughout the year. parents regarding the provides a tool for
success of agenda use enhancing communication
by spring 2019. about student assignments
between child and
parent(s).Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial
Impact
ISR 1.4 Job Description created In a project, students learn Superintendent Moderate
Hire two technology by spring 2018. how to take initiative and School Committee
teachers/integrationists to provide Job Posting and Hiring responsibility, build their Director of Curriculum
support to teachers and ensure in spring 2018. confidence, solve
implementation of MA Digital problems, work in teams,
Standards in Grades K-4. communicate ideas, and
manage themselves more
INTIATIVE, SELF-DIRECTION and
effectively. PBL addresses
standards in a way that is
engaging and helps
RESILIENCE (continued)
students understand
concepts more deeply.
ISR 1.5 Addition of Daily RtI By utilizing daily response All District None
Revamp schedules as needed in (Response to to intervention blocks Administrators
Grades K-12 to provide remediation Intervention) Blocks at and/or innovation blocks Guidance Departments
and enrichment blocks for all all Elementary Schools teachers place a specific
students. by fall 2018. focus on learning. This can
Addition of provide remediation in
Personalized Learning specific skills for some
Blocks at both Middle students, additional
Schools by fall 2018. practice for students on
Addition of Innovation grade level, and
Blocks at SHRHS for innovation or extension
the purpose of extended work for students who
student learning of own have already mastered
interests by fall 2018. grade level content
standards.
ISR 1.6 Additional hiring of Studies demonstrate that Superintendent Moderate
Continue to support small class sizes teachers to keep class students in K-3 that are in School Committee
in Kindergarten through grade 3. sizes at 22 or less in smaller classes do better in Building Principals
each year of the plan. every way that can be
measured. Those whose
performance improves the
most are those who need
the most help.Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial
Impact
ISR 1.7 Establish a volunteer By having all District Superintendent None
Implement a common practice for study group to research schools aligned with Director of Curriculum
INTIATIVE, SELF-DIRECTION
homework expectations, throughout on best practices and expectations around Principals
and RESILIENCE (continued)
grades K-12. make recommendations homework assignments, Guidance Staff
to Superintendent by students in each town and Teachers
spring 2019. in each grade are receiving
Implementation of Plan similar experiences.
District-wide in fall
2019.
ISR 1.8 Establish a volunteer By having all District Superintendent None
Implement a common practice for re- study group to research schools aligned with Director of Curriculum
dos and re-takes throughout grades on best practices and expectations around re-dos Principals
K-12. make recommendations and re-takes, students in Guidance Staff
to Superintendent by each town and in each Teachers
spring 2020. grade are receiving similar
Implementation of Plan experiences.
District-wide in fall
2020.INTERPERSONAL COMPETENCIES
FOCUS AREAS:
Effective Communication (EC)
Global Awareness (GA)
Students will be able to communicate with both peers and adults, virtually and in person, showing a respectful
Goal #1 openness to new ideas, but also maintaining the ability to uphold personal views. Students will be able to
modify the mode of communication to what is most appropriate for various types of situations based on
nuances including body language, tone, and appearance.
Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial
Impact
EC 1.1 An in-district trainer Schools that teach Administrators Low
Provide continuing support at the for Responsive character education School Committee
elementary levels for Responsive Classroom Training report higher academic Teachers
COMMUNICATION
Classroom. will be trained by 2019 performance, improved Guidance
to continue to train attendance, reduced
EFFECTIVE
new staff and offer violence, fewer
refreshers. disciplinary issues,
reduction in substance
abuse, and less
vandalism.
EC 1.2 Each content area/grade Group projects require Administrators None
Promote opportunities for students to level will complete one students to learn how to Teachers
work cooperatively with others Project Based Learning effectively communicate
through Project Based Learning; (PBL)unit or center, with others and how to
including specific communication with communication develop their own voice
expectations (as specified in the standards, by spring and perspectives in
Speaking and Listening Standards 2019. relation to peers.
from MA Frameworks) in classrooms. Each content area/grade
level will continue to
increase the number of
PBL units in 2020 and
2021.Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial Impact
EC 1.3 Middle and High In addition to benefiting All District None
Explore and provide ongoing School students will the student presenters by Administrators
opportunities for students to develop participate in mock building confidence in Teachers
and augment presentation and interviews and a mock something that is a
communication skills. town meeting by 2019. broadly applicable
Provide debate professional skill, it also
opportunities for all can benefit the student
COMMUNICATION
students by 2020. listeners by helping them
Middle and High become critical thinkers
EFFECTIVE
School Students will of information they are
develop a presentation receiving.
similar to the Ted Talk
format by 2021.
Opportunities for
frequent oral
presentations/public
speaking built into all
classes, at all grade
levels throughout the
life of the plan.
Opportunities for
students to analyze
historical
communication (i.e.
letters, famous
speeches, etc.)
throughout the life of
the plan.
Allow students
exposure to ongoing
advocacy at the student,
school, town and
government levels
throughout the life of
the plan.
20.Goal #1 Students will be able to articulate an in-depth knowledge and understanding of international
issues.
Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial Impact
GA 1.1 Elementary Students Current event programs Principals Low
Increased opportunities for learning will utilize Scholastic cover a wide range of Classroom
about current events. News weekly to guide subjects and connect to Teachers
(See CT/PS 2.4) discussions of current all areas of the
events throughout the curriculum. They help to
plan. develop informed citizens
Middle School and lifelong newsreaders.
AWARENESS
Students will utilize Studying current events
GLOBAL
CNN news a helps students understand
minimum of once the importance of people,
weekly to guide events, and issues in the
discussions of current news; it stimulates
events throughout the students to explore and
plan. learn more about the
All High School news, and to pay attention
students will witness to the news they see and
an American hear outside of school.
Citizenship Ceremony
and take the US
citizenship test as an
experience by 2020.
SH will use the
TelegRAM articles on
current events to
promote class
discussions where
applicable throughout
the life of the plan.
21.Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial Impact
GA 1.2 Establish a Model UN By participating in a Administrators Low
Increase project based learning Group at SHRHS by Model UN club and teachers
activities surrounding global issues 2020. project based learning
Students will participate opportunities, students
in identifying global will have a engaging way
issues and participate in
GLOBAL AWARENESS
of learning about the
building-based world and how different
opportunities on an groups of people work
ongoing basis to
(continued)
together to solve
contribute to a possible
solution. problems. They will
develop leadership skills
(such as research, public
speaking and teamwork),
and network for get into
college/find jobs.
GA 1.3 Courses will be added In an increasingly Director of Low to Moderate
Increase the number of course to, or changed, in the interconnected world, Curriculum
offerings surrounding world High School course of today's young generation SH Principal
pathways. studies. need to learn be able to Guidance Dept.
engage in communication Teachers
with people from a wide
range of different cultures
and traditions.
Goal #2 Students will be able to express an appreciation of and ability to learn and work with people
from diverse linguistic and cultural backgrounds.
GA 2.1 A District-wide World Providing students with Superintendent Low
All students will be provided cultural Fair will be held exposure to various Director of
exposure to global cultures. by spring 2020. global cultures involves Curriculum
Community guest perspective taking and Principals
speakers will be invited the realization that while Teachers
to present to students at there are differences Community
all schools by spring among people, there are members
2020. also common threads to
connect us all.Goal #3 Students will be exposed to foreign languages.
Action Steps to meet the goal Benchmarks How will this make life People Responsible Estimated
better for our students? Financial Impact
GA 3.1 Hire 2 foreign All children who wish to Superintendent Moderate
Add 1 Foreign Language teacher at language teachers for participate in foreign Director of
GLOBAL AWARENESS
each Middle School and High the Middle Schools by language instruction Curriculum
School. spring 2020. should have the Principals
Hire 1 foreign opportunity to do so. School Committee
(continued)
language teacher for
the High School by
spring 2021.
GA 3.2 Develop new foreign The demand for knowing a School Principals Low
Increase opportunities to learn and language courses by foreign language in Guidance
utilize foreign Languages taught at spring 2019. business is increasing Foreign Language
Shepherd Hill. Expand Virtual High daily. Currently the top 10 Department
School subscriptions to languages in demand for
include foreign business include (in
languages not currently addition to English, French
available by a teacher and Spanish) Mandarin,
by spring 2020. Arabic, German,
Explore introduction of Portuguese, Russian,
Virtual High School Japanese and Hindi. Our
for the use of language students need to be
learning at the Middle provided the opportunity
Schools. to learn a less “traditional”
academic language.
GA 3.3 Ensure that all existing Physiologically, speaking Director of None
Continue to expand opportunities seats in Rosetta Stone a second language offers a Curriculum
for students to connect to language are being effectively great boost cognitively, Director of
learning. utilized by spring 2019. including increasing Technology
Explore other models memory skills as well as Principals
of language instruction boosting the ability to
for middle and negotiate meaning with
elementary school other problem-solving
students by spring tasks.
2019.
23.“Think BIG” – Woodstock
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