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.
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.
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