RSU 18 Strategic Design Plan With Accomplishments & Future Work as of July 2013

7/27/2019 RSU 18 Strategic Design Plan With Accomplishments & Future Work as of July 2013

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RSU!18!Strategic!Design!Plan!Table!of!Contents!

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I. Executive!Summary!a. Strategic!Direction!&!Alignment!b. Strategic!Design!Framework!c. Curriculum!Model!d. System!of!Learning!

II. RSU!18!School!District!!1!a. Process:!Creation!of!RSU!18!Strategic!Direction!b. Strategic!Direction!Design!Team!III. The!RSU!18s!Strategic!Direction!! 4!a. Mission!Statement!b. Vision!Statement!c. Core!Values!d. Guiding!Principles!of!Learning!e. Learner!Outcomes!

IV. RSU!18!Strategic!Design!Framework! 6!V. Preparation!&!Implementation!Planning!!!7!VI. Strategic!Alignment:!Core!Focus!#1:!!

a. Our!System!of!Learning! 7!b. Instruction!! 11!c. Curriculum!! 13!d. Assessment/Evidence!! 16!e. Reporting!Learner!Progress!! 17!

VII.

Strategic!Alignment:!Core!Focus!#2:!Creating!Productive!Partnerships!! 19!VIII. Strategic!Alignment:!Core!Focus!#3:!Ensuring!Quality!Personnel!!21!IX. Strategic!Alignment:!Core!Focus!#4:!Developing!&!Managing!Resources! 24!X. Strategic!Alignment!:!Core!Focus!#5:!Continuous!Improvement!!26!


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!RSU!18!School!District!

!! Regional!School!Unit!18,!Messalonskee/China!School!District!is!geographically!located!approximately!

1520!miles!north!of!our!state!capital,!Augusta,!Maine.!The!area!is!rural!yet!renowned!for!China!Lake!and!the!

Belgrade!Lakes,!a!chain!of!seven!lakes!including!East!Pond,!North!Pond,!McGrath!Pond,!Salmon!Pond,!Great!

Pond,!Long!Pond!and!Snow!Pond.!Our!district!encompasses!the!Towns!of!Belgrade,!China,!Oakland,!Rome!

and!Sidney,!Maine.!

! Our!learner!population!is!comprised!of!approximately!3,000!s.!The!district!has!a!population!of!

approximately!15,300.!Major!employers!include!the!pulp!and!paper!industry,!local!medical!centers,!private!

enterprises,!state!government!and!surrounding!colleges!(Colby!College,!Thomas!College,!University!of!Maine!

at!Augusta!and!Kennebec!Valley!Community!College).!!! RSU!18!is!comprised!of!eight!schools.!Atwood!Primary!School,!Oakland,!serves!PreK!through!2!

learners.!Belgrade!Central!School,!located!in!the!town!of!Belgrade,!and!the!James!H.!Bean!School,!located!in!

the!Town!of!Sidney,!serve!learners!in!grades!PreK!through!5.!The!Town!of!China!is!home!to!both!China!

Middle!School!serving!learners!in!grades!5!through!8,!and!China!Primary!School,!serving!learners!in!grades!

PreK!through!4.!Messalonskee!Middle!School,!located!in!Oakland,!serves!learners!in!grades!6!through!8.!Williams!Elementary!School,!also!in!Oakland,!serves!learners!in!grades!3!through!5.!Messalonskee!High!

School!is!home!to!9th!through!12th!graders!from!all!five!towns.!Although!high!school!age!learners!in!China!

have!school!choice,!the!majority!of!them!attend!Erskine!Academy,!a!public/private!school!located!in!South!China.!

! Regional!School!Unit!18!is!the!result!of!the!consolidation!of!two!school!systems.!The!official!startup!

was!July!1,!2009.!As!part!of!the!efforts!to!join!these!two!systems!together,!the!Board!initiated!work!to!

develop!an!educational!vision!and!direction!for!the!newly!combined!school!district.!!! In!March!of!2010,!eighty!stakeholders,!comprised!of!learners,!teachers,!administrators,!school!board!

members,!parents!and!community!members!participated!in!a!Future!Search!Visioning!Process!to!define!a!

strategic!direction!for!the!district.!As!a!result!of!this!event,!mission!and!vision!statements!were!drafted!and!

shared!with!staff!and!community!members!throughout!the!Fall!of!2010.!On!October!13,!2010!the!School!

Board!officially!adopted!this!set!of!documents,!outlining!our!strategic!direction.!

! In!addition!to!the!Future!Search!in!March!of!2010,!we!officially!joined!the!Maine!RISC!Cohort,!which!


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our!strategic!plan.!After!several!work!sessions,!a!smaller!group!of!stakeholders!wrote!our!strategic!plan,!which!was!adopted!by!our!school!board!on!May!2,!2012!

! Currently,!ongoing!training!continues!to!help!all!stakeholders!understand,!develop!and!implement!a!model!for!customized!learning.!These!trainings!are!designed!to!inform!staff!about!researchbased!best!

practices!in!the!areas!of!motivation!and!engagement,!curriculum!design,!instructional!strategies!and!use!of!

formative!assessment!and!reporting!practices.!

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!Members of our Strategic Planning Writing Team

Gwen Bacon: Community Member/Adult Ed. Director

Megan Childs: Teacher

Lora Downing: School Board Member

Carl Gartley: Administrator

Monique Gilbert: Support Staff Member

Lisa Hallen: Guidance Counselor

Linda Laughlin: Assistant Superintendent

Lori Maxim: TeacherMary Jane McCalmon: Facilitator

Jennifer McGee: Administrator

Liz McMahon: Librarian

Jon Moody: Administrator

Pam Prescott: Teacher

Gary Smith: Superintendent

Doug Snow: Community Member

Jody Workman: Literacy Specialist


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Engaging Learners Strengthening Communities

Creating Global Leaders

RSU 18 is a community where...

All learners are prepared to succeed in society by demonstrating proficiency of a common set of rigorous

standards. Parents, educators, business leaders, and community members are cooperative partners to help

guide learning.

All learners are creative problem solvers, critical thinkers, self-directed, effective communicators,

collaborative workers, environmental stewards, and productive, healthy citizens. Learners have a voice in

their education and share in the development of individual learning plans guided by a dedicated and

passionate staff.

All learners engage in creative and innovative learning strategies. They use technology and other tools to

connect to the world outside of the classroom.

All learners pursue multiple pathways inside and outside of the classroom to achieve their goals. Learning

takes place without boundaries of time and space.

All learners are successful leaders and contributors to their community, nation, and world.

RSU 18s Guiding Principles of Learning

These assumptions about learners & learning are grounded in research and guide our work with all learners.Learners are individuals, children or adults, pursuing new knowledge.


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Regional School Unit 18 Strategic Plan Framework

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! RSU!18!Strategic!Alignment!Plan!

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Core!Focus!Area!1:!Our!System!of!Learning!

!Our learning system provides a structure that supports learning that is customized to individual learner needs. This structure supports all learning

opportunities inside and outside of the classroom.

Clear and measurable learning goals are derived from our curriculum and drive instruction and assessment practices. Learners access a wide variety of personalized learning opportunities both inside and outside of the classroom, using multiple pathways, flexible

grouping, and anywhere, anytime learning.

Learners move at their own pace and advance through a common set of learning expectations as they demonstrate proficiency. Learners are grouped and regrouped based on their learning levels, learning styles and common interests rather than only by age/grade levels, as they

progress toward their customized learning plan.

Learners are active participants in creating, monitoring, and revising their own customized learning plans. Learners' customized learning plans will determine scheduling approaches.

Goal: Identify pathways through the learning goals/targets of our curriculum that take advantage of current learning opportunities inside and outside the

classroom.

Accomplishments

Future Work

Elementary:

All staff have received initial training on pathways in Educate Staff have begun the process of identifying multiple pathways to meet

learning targets.

All staff have been trained in how to use the curriculum. Staff are identifying and creating pathways of learning goals/targets

learned inside the classroom and have started to enter them into

Educate.

Staffs are creating learning pathways that include learning goals frommultiple content areas.

Learners are active participants in monitoring their own individuallearning plans in some of our elementary schools.

Multi-age/multi-grade groupings are created to address individualneeds within some content areas but not all.

Flexible rou in s of learners are based on individual learnin levels

Elementary:

New staff will need initial training and support in using Educate.Veteran staff will need support and review.

New staff will need curriculum training and support. Veteran staff willneed support and review.

Continue to train & encourage staff to create individual learningpathways using learning targets

Create learning opportunities that include learning goals from multiplecontent areas, habits of mind and reasoning processes.

Continue to train & encourage staff to enter learningopportunities/pathways in Educate

Continue to create learning pathways/opportunities learned outside aswell as inside the classroom and enter them into Educate. Provide training on learning styles and motivational theory.

Middle School:


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pathways in Educate.

All staff members have been trained in how to use the curriculum. Multi-age/multi-grade groupings are created to address individual

needs within some teams but not all.

Flexible groupings of learners are based on individual learning levelsand/or interest levels.

High School: We provided all staff with 3 levels of training in Educate including an

introduction to the pathways

Identified learning goals in the courses where curriculum was alreadybuilt.

District:

Technology personnel have attended teacher trainings to help teacherseffectively implement pathways in Educate.

Technology personnel created online resources that teachers can use toshow best practice in regards to the pathway implementation in

Educate.

Pathways were developed for the ELA, Math, Science and SocialStudies curriculum.

Teachers started to develop lessons that include a focus on each of thethree parts of the curriculum.

Teams of staff members have worked to provide flexible groupingopportunities recognizing that learners learn in different ways and

different time frames.

classroom.!(coHcurricular,!extraHcurricular,!afterschool!programming,!

community!learning!opportunities,!etc.)!and!enter!them!into!EHducate.

Create!learning!pathways!that!include!learning!goals!from!multiple!content!areas!as!well!as!abits!of!Mind!and!Reasoning!Processes!and!

enter!them!in!EHducate.

High School:

Continue to train staff on how to use Educate to implement thecurriculum and track learning goals.

Identify learning goals from new curriculum documents that are taughtin specific courses.

Build out learning goals in areas where they are not already built out. Create learning opportunities that include learning goals from multiple

content areas, habits of mind and reasoning processes and enter them

into Educate.

Identify!&!create!pathways!of!learning!goals/targets!learned!outside!the!classroom.!(coHcurricular,!extraHcurricular,!afterschool!programming,!

community!learning!opportunities,!etc.)!and!enter!them!into!EHducate.

District: Technology staff will continue to be present at trainings to help support

teachers in their pathway creation.

Continue the focus on developing pathways through and across thecurriculum, including recognizing outside learning opportunities.

Goal: Provide ongoing training that helps staff build a learner centered classroom culture.

Accomplishments Future Work

Elementary:

A variety of book talks were sponsored such as: Mindset, TeachingWith Poverty, Inevitable, & CAFE

Staff in each building have attended the following trainings: ReasoningProcesses, Habits of Mind, Basic Customized Learning Training,

Literacy, & iPad Training.

Staff started to provide learning opportunities for learners to learnabout habits of mind and reasoning processes.

Staff meetings provided time for staff to analyze data.

Elementary:

Provide additional training opportunities in reasoning processes andhabits of mind for new and veteran staff.

Provide professional books in the library for independent reading. Adapt schedule to provide common math & literacy times. Provide staff time to work on identifying school structures and

practices that do not support the district strategic direction.

New and veteran staff will receive support conducting MorningMeeting


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Schedules were adapted to allow for multi-age/multi-grade commonplanning time.

Morning Meetings were continued. Staff received training to develop a common understanding of the

research on motivation and engagement.

A growth mindset was developed among all staff members usingfaculty meetings, readings, training if I work hard, I can do itand was reinforced with our learners

Staff identified school structures and practices that did not support ourdirection and we made adjustments. In some cases that included all

staff and in others it was the Leadership Team.

Parts of our strategic planning documents were reviewed with staff. Staff participated in a fireside chat night working with parents on

Educate and customized learning.

Middle School:

At MMS all staff received a copy of Mindset by Carol Dweck About 30% of the staff at CMS participated in a book talk on Mindset

with the goal of starting to build a learner-centered classroom culture.

The MMS Leadership Team used the strategic plan to create teams forthe 2013-2014 school year.

The CMS Leadership Team addressed school structures that werecounterproductive to the strategic plan (Teacher Schedules & Learner

Schedules)

High School:

All staff received a copy of Mindset by Carol Dweck Book talks were offered on Mindset, Becoming a Great High School,

and One World Schoolhouse.

Emulated Growth Mindsets in our work with our Leadership Team. Shared with the staff the strategic plan in meetings and other venues

throughout the year.

District

Technology Personnel shared!thoughts!about!the!implementation!of!our!vision!during!staff!meetings.!

Ongoing trainings have been provided to new staff so they gain anunderstanding of our vision and strategic plan and the strategies that

we use to build a learner-centered culture.

All staff have participated in introductory training on the Art &Science Instructional Framework.

Provide time for staff to become more familiar with the districtsstrategic planning documents.

Staff will decide if our new structures more effectively support thedistricts strategic direction.

Continue to check & adjust the schedules to ensure the needs oflearners are being met in the current structure.

Provide Book talks on Dimensions of Learning, Habits of Mind, &Becoming a Reflective Teacher.Middle School:

Fireside chats need to be used to review the book Mindset with allstaff.

Develop a common understanding about learner motivation andengagement and identify the effective strategies that teachers will use.

Provide staff time to work on identifying school structures andpractices that do not support the district strategic direction.

Provide time for staff to become more familiar with the districtsstrategic planning documents.

High School:

Provide staff learning opportunities that develop a commonunderstanding about the research on motivation & engagement.

Build a growth mindset amongst all staff members using book talks,fireside chats, etc.

Using our strategic planning documents staff will identify what schoolstructures & practices do and do not support our strategic direction.

District:

Continue to provide learning opportunities that help build anunderstanding of the strategies and procedures staff can use to develop

a learner-centered culture. Develop and reinforce an understanding of growth mindset among

all district staff.

Provide training for all administrators implementing instructionalrounds to reinforce our instructional framework.

Provide new & veteran staff with literacy training. Follow-up trainings with instructional rounds. Continue to provide time to analyze learner data and trends. All staff must continue to build an understanding and expertise on the

Art & Science Instructional Framework.

Provide additional training opportunities in reasoning processes and


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Capacity Builders from each building were trained to teach our Habitsof Mind and Reasoning Processes curriculums.

habits of mind for new and veteran staff.

Provide new staff with Basic Customized Learning TrainingGoal: Increase learner awareness of our vision for learning.


Elementary: Learners participated in habits of mind activities, and were active

participants in developing classroom and school vision statements,

codes of cooperation and classroom SOPs.

Learners participated in unpacking their learning goals to build a betterunderstanding of their learning expectations.

Learners were active participants in monitoring their learning goals.They started tracking their own progress.

Learners were active participants in creating classroom environmentsconducive to learning.

Learners provided feedback on their learning experience by completingsurveys.

Learners met with visitation committees to explain our model ofeducation.

Morning Meetings Learners met with Mr. Smith during his listening tour. 100% of our Atwood learners attended and participated in HOM

assemblies and trainings familiarizing them with HOM.

Middle School:

At CMS 25 learners participated in a book talk on Growth Mindset andparticipated in a district-wide learner summit.

At MMS 12 learners participated in a book talk on Inevitable andparticipated in a district-wide learner summit. Learners met with visitation committees to share their experiences with

our model of learning.

High School:

We provided two School-Wide assemblies on our vision and direction. Several learners participated in a book talk on The One World School

house and participated in a district-wide learner summit.

Three learners were members of the Building Leadership Team & twowere part of the District Leadership Team.

Began developing faculty/staff FAQs and got feedback

Elementary: Further implementation of Habits of Mind Continued work to aid learners in monitoring and being active in their

learning.

Learners will focus more on tracking their own progress on theirlearning goals.

Learners will meet with administration and staff regularly to discussimplementation strategies such as, the school schedule, learning

experiences, engagement, motivation, grouping and re-grouping and

school/classroom environment.

Middle School:

Groups of learners will meet on a regular basiswith administration toprovide input about our implementation strategies.

Class Meetings will provide for learner feedback on implementationstrategies

Learners will participate in trainings designed to make them moreaware of our district vision & strategic plan.

Student Leadership Council & Staff with their Advisory groups willmeet regularly with learners to gain feedback on our implementation.

High School:

Student Advisory Group ongoing like our parent advisory group withsimilar format (answer qs from last meeting, present update on what isgoing on, provide time for qs)

Create and review staff FAQs so that all staff are giving the samemessage about the district vision and our work at MHS.


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allowing for staff to meet with each other on a regular basis at BCS

Eagle Enrichment time built into the schedule for increased teachermeeting time at BCS.

In math at CPS, 100% of the teachers taught different measurementtopics and allowed learners to move through measurement topics at

their own pace.

In math at CPS, 100% of the teachers grouped and regrouped learnersperiodically.

At CPS, learners were grouped by learning goals based on data inNWEA and Educate. 3rd and 4th grade teams did much of this work as

a team, for k 2 the work was done by the administration.

Teachers were provided with common prep 5 days per week, withmulti grade classrooms given daily time at lunch together.

At CPS, parent nights were provided to familiarize community withEducate.

All learners in grades 1 8 are in multi grade teams. Upper Elementary Staff have grouped and regrouped in all curriculum

areas since 2011 using Pre-Post Assessments. JHB Early Elementary Staff grouped and regrouped learners in math in

2012-13.

Learning Coaches have been assigned to Lower Elementary Learnersat JHB

JHB staff has held Fireside Chats since 2010 to educate and informparents of regrouping/grouping structures.

Middle School:

At CMS: 70% of the classrooms allowed learners to move through thecurriculum at their own pace.

At CMS 100% of the staff and administrators explored differentoptions for partial implementation of grouping strategies.

At CMS 100% of teachers placed their learners in appropriate levels ofthe curriculum using the Educate system.

Staff were provided opportunities, through common planning time andoccasional staff meeting time, to share the instructional needs of their

learners at CMS

100% of staff were trained to use Educate as a grouping support tool. We provided opportunities through newsletters, Curriculum Night,

Parent Informational Meeting to educate parents and community

members why different grouping structures are necessary to meet the

learners

Middle School:

Train new staff to use Educate as a grouping support tool. Continue to educate parents and community members about grouping

strategies around learning goals and measurement topics.

Restructure our parent teacher conference to provide moreinformational meetings on the district's strategic plan.

At MMS, Increase percentage of staff allowing learners to move attheir own pace as long as they are ready to regroup to manage learning

levels within their classroom.

At MMS 100% of staff will implement grouping strategies whenappropriate.

High School:

Begin talking about grouping strategies. Providing training opportunities to staff on how to use differentiation

strategies in their classrooms.

Implement grouping strategies inside our traditional classroomstructures.

District:

Technology staff will continue to be present at trainings to help supportteachers in their partial implementation of grouping strategies.

Provide time at administrative team meetings to allow administrators toshare and problem solve how to accommodate more flexible grouping

structures.

Continue to provide opportunities for staff to share successful practicesacross buildings and age spans in the district.

Continue to define the reason why flexible grouping strategies arecritical to building a learner-centered environment.


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needs of learners, everyday.

Through looping, teachers were able to monitor learner progress

through the curriculum.

90% of the staff has implemented grouping and regrouping strategies

to address different learning needs at CMS.

At MMS, 53%!of!the!staff!expanded!opportunities!for!learners!to!

move!at!their!own!pace.!!! At MMS, 35%!of!staff!explored!different!options!for!partial!

implementation!of!grouping!strategies.!

At MMS, teachers of the following content areas: math, ELA, SS, and

science placed their learners in appropriate levels of the curriculum

using the Educate system.

At MMS, teachers had common planning time twice a day to

collaborate and share the instructional needs of their learners.

High School:

Capacity Builders tracked learning goals in their classroom.

All staff created units designed around one or two learning goals and

began to track learner progress where appropriate.District

Technology personnel have attended teacher trainings to help teachers

with partial implementation of grouping strategies.

Technology staff created online resources that teachers can use that

show best practice in regards to implementation of grouping strategies.

Provided opportunities for staff to collaborate across buildings to share

successes and challenges at implementing flexible grouping strategies.

Defined the purposes for building flexible grouping strategies.

Goal: Identify & adopt scheduling techniques that support customizing learning for all learners.


Elementary:

At CPS collaboration and sharing of scheduling among building

administrators took place during A-team meetings, through email and

phone calls.

At CPS the 3-4 levels were combined for homerooms and all

academic and special classes. Levels K-2 were scheduled to deliver

mathematics instruction for the first 60 minutes daily. These changes

allowed for learners to move at their own learning pace. Schedule

Elementary:

Continued collaboration among building administrators as we move

forward.

Continue schedule changes that allow for teacher collaboration.

Continue work on schedule that will allow for s to move at their own

pace and provide voice and choice options.

Common instructional time for Math needs to be established for lower

elementary learners at BCS. Common time for ELA has already been


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changes were made to create daily collaboration time for the 3-4 ELA

and Math teams to collaborate. Lunch and recess monitors were hired

to allow teachers more collaboration. Lunch and recess times were

altered to allow team levels together time.

At CPS staff was consulted and informed of schedule changes at the

end of the 11-12 school year for the changes to be made in the 12-13

academic year.

BCSs schedule this year (2013-2014) was created so that upper

elementary learners can be shared for Science, Social Studies, ELA

and Math.

Common instructional time was established in the schedule for lower

elementary staff to share learners for ELA instruction.

AT BCS goal/challenge time will be used with upper elementary

learners to allow for either completion of a goal or stretch

opportunities.

At BCS the technology curriculum will be offered opposite a PE class,

rotating weeks (upper elementary).

At BCS upper elementary classes will have a second computer classwhere the classroom teachers will team teach with the CIA.

At BCS, common instructional times for ELA and Math have been

established for upper elementary.

BCSs music schedule has been revised to meet the needs of our K

learners, allowing for common literacy time in the classrooms.

At ATW, administrators and teachers worked together to develop a

schedule that would support customized learning and grouping and

regrouping between two school-wide villages. (Team of 6/ team of 7:

vertical)

At ATW, for the 2013-2014 school year, the leadership team worked to

develop a school-wide schedule that would support four groupingconfigurations designed to share learners within teaching teams.

At WES, the schedule was developed to allow for common planning

time twice a week

At WES, the schedule was developed to allow for common math time

school-wide

At JHB all staff have had common planning time by grade level since

2000.

At JHB all staff have had common planning time once/week by grades

3-5, Upper Elementary and K-2, Lower Elementary.

Middle School:

established.

Evaluate the most current school-wide schedule and its effectiveness in

supporting our customized learning efforts.

Check and adjust throughout the school year.

At ATW, grouping configurations for 2013-2014: K: 4 (horizontal),

1, 1, 2, 2 (horizontal, vertical) 1, 2, 1 (horizontal/vertical), 2/2

(horizontal) configuration At WES the 2013-2014 schedule provides common planning time five

days a week

Time needs to be provided for staff to collaborate, share instructional

practices, and plan.

The 2013-2014 schedule provides common math and literacy time

among teams at WES.

Middle School:

Look for ways to make special education classes, alternative education

classes, music and lunch more flexible.

Continue to identify and eliminate scheduling practices that are not

supportive of our vision/guiding principles for learning.High School:

Get formalized training on scheduling beyond what we have done in-

house. (Admin attend Scheduling conference & research other schools

practices).

Visit schools that have adopted scheduling techniques that support

customized learning for all.

District:

Technology staff will continue to be present at trainings to help support

teachers with schedule changes.

Continue to facilitate conversations among staff about the structuresthat prevent them from customizing the learning experience for every

learner.


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Collaboration across MCCL schools identified different schedulingstrategies that supported customizing learning for all.

Began the process of identifying & eliminating scheduling practicesthat are not supportive of our vision/guiding principles for learning.

Started scheduling multi-aged teams. No longer grouping solely byage. 71% of the teams at MMS are multi-aged.

Teams have been given flexibility to change the lengths of the periodson their team at MMSHigh School:

Introduced Seminars at MHS Made minor modifications to our traditional scheduling process Organized meetings with RSU 2 administrators to talk about their best

practices.

Participated in cohort admin meetings to discuss practices aroundimplementation including scheduling.

District:

Technology personnel have attended teacher trainings to help teacherswith schedule changes.

Created online resources that teachers can use that show best practicein regards to scheduling changes.

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Goal: Learners will create, monitor, and revise their own customized learning plans, facilitated by learning coaches and teachers.


Elementary:

Every learner at WES has an individualized learning plan for literacy,math, and behavior based on assessment scores (NECAP, NWEA,DRA, etc.)

At BCS initial Educate parent night parents to become familiar withthe program (only 3 families attended)

Staff have placed learners into Educate and have become familiar withthe program at BCS.

Learners have been tracking their own progress on selected learningtargets at CPS.

All teachers have been trained in the use of E-ducate and have entereddata for each learner.

All parents/learners have had access to E-ducate.

Elementary:

Every learner will have an individualized learning plan based onlearning targets in Educate.

Provide time for staff to work on individualized plans so that they aremonitored and assessed regularly

Learners will self-monitor individualized learning plans Parents and learners will be trained on how to monitor and revise ILPs

in Educate.

Upper elementary will have mixed homerooms for the school year2014-2015 at BCS.

Middle School:

Implement the use of planners to help learners organize and plan for


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Staff has provided training to parents in the use of educate.Middle School:

Individual learning plans were developed for all learners using theE-ducate program at CMS

High School:

Learners were expected, in some courses, to track their own learning(2012-13)

Alt-Ed individualized plans were implemented for all learners in 2012-13.

District:

Technology personnel have attended teacher trainings to help teacherswith individual learning plans (ILPs) and how to monitor and revise.

Created online resources that teachers can use that show best practicein regards to scheduling changes ILPs, monitoring, and revising.

Continued to build an understand of how technology can help facilitateILPs effectively.

long term tasks at MMS.

Learners will set goals and monitor their progress on those goals.Learners will check and adjust in regards to personal goals along the

way.

High School:

Implement the curriculum such that parents and learners are aware ofwhat goals they are working on.

Work with middle and high school teachers to ensure that plans andexpectations for mastery are similar.

Implement the curriculum and Educate so that learners and parents areable to track progress toward learning goals.

Implement Educate such that it is the only reporting tool that teachers,parents, learners are utilizing to track learning.

District:

Technology staff will continue to be present at trainings to help supportteachers with individual learning plans and how to monitor and revise.

Explore how best to use the Educate tool to help facilitate theimplementation of ILPs for learners and their parents.

Individual learning plans will be developed for all learners and enteredinto the Educate program.

Learners will be trained in how to track their progress in Educate. Individual learning plans will be developed for all learners using

Educate.

Parents and learners will be trained on how to monitor and revise ISP'sin Educate.

! RSU!18!Strategic!Alignment!Plan!

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Core!Focus!Area!1:!Instruction!!

Instruction addresses clearly articulated learning goals, which incorporate complex reasoning processes and habits of mind*. Learners will have

opportunities to meet learning goals across content areas and through multiple pathways.

Instruction:

is learner-centered: providing opportunities for voice and choice, customized to meet the needs of every learner. assures learners can define their learning goals, understand how their goals can be met, and know what is required to demonstrate proficiency.


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is engaging, relevant, meaningful, and motivating for the learner. is facilitated by the use of a common language among teachers and learners, reflects the current research about learning, and is supported by a common

instructional framework.

includes frequent grouping and regrouping of learners based on their learning goals, as opposed to their age, as they move toward demonstration ofproficiency.

is determined by the nature of the learning goal and should include a variety of approaches (i.e. use of technology, community-based resources, directinstruction) to ensure anywhere, anytime learning opportunities.

online!resources!provide!an!additional!learning!opportunity!for!learners,!help!them!learn!basic!foundational!knowledge!and!skills!and!allows!teachers!to!focus!on!the!attainment!of!complex!knowledge!and!skills.

**!Mental!dispositions!and!habits,!which!influence!learning .

Goal: All teachers will provide opportunities for voice and choice in the classroom by building shared visions, codes of cooperations, & using feedback loops

with their learners.


Elementary:

All classrooms have shared visions, codes of cooperation, & SOPs All staff have unpacked standards and created transparency around

learning goals.

Administrators used walkthroughs to encourage the use of voice andchoice strategies in the classroom.

Middle School:

100% of staff have learned how to build a culture of voice and choicein the classroom. (shared vision, code of cooperation, etc.)

100% of staff learned how to create procedural transparency in theclassroom/building. (SOPs, etc.)

High School:

Established a school-wide code of cooperation that was built in homerooms and expanded to the entire school. EAGLE Pride

Modeled parking lot in staff meetings and a whole-school protocol forthe Leadership Team (collected weekly).

Modeled +/- cards for professional development. Discussed feedback loops in evaluations with staff.

District:

Technology personnel have attended teacher trainings to help teacherswith building a culture of voice and choice in the classroom as well as

creating procedural transparency in the classroom/building.

Elementary:

Administrators will monitor the continued use of voice and choiceopportunities in the classroom. Post!SchoolHwide!Vision!and!Code!of!Cooperation!within!the!school!and!

on!website.!!Additionally,!review!Vision!and!Code!with!staff,!learners!and!

parents!throughout!the!school!year.!

Middle School:

Monitor the classroom culture that has been created. Periodically review ways to check and adjust classroom procedures

with learners.

New teams will work with learners to create a culture of voice andchoice in the classroom.

New teams will work with learners to create procedural transparency inthe classroom.

High School:

Utilize instructional rounds to encourage voice & choice in theclassroom.

Provide staff learning opportunities that include how to build a cultureof voice and choice in the classroom. (shared vision, code of

cooperation, etc.)

Provide staff learning opportunities about how to create proceduraltransparency in the classroom/building. (SOPs, etc.)


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Created online resources that teachers can use that show best practicewith building a culture of voice and choice in the classroom as well as

creating procedural transparency in the classroom/building.

Provided ongoing training for new staff on how to use strategies thatbuild in voice and choice in the classroom.

District:

Technology staff will continue to be present at trainings to help supportteachers.

Continue to provide new staff with Basic Customized Learningtraining, which includes how to develop shared visions, codes of

cooperation and SOPs in their classrooms/teams.

Provide follow-up instructional rounds after new staff trainings.

Goal: All teachers will assure that learners understand their learning goals, provide options/choices by which they can demonstrate that they have met them, and

provide opportunities for learners to track their progress.


Elementary:

All staff received training on how to unpack learning targets withlearners.

All staff unpacked learning goals with learners. Learners and staff developed individualized learning plans. Learners and/or staff monitored individualized learning plans. Some staffs have provided opportunities for learners to demonstrate

how they have met their learning goals by utilizing alternative means.

Administrators and teacher leaders participated in walkthroughs with afocus on making sure learners understood their learning goals.

Middle School:

All staff received training on how to unpack learning goals withlearners.

All staff unpacked learning targets with learners.

Administrators and teacher leaders participated in walkthroughs with afocus on making sure learners understood their learning goals.

High School:

Capacity builders began unpacking and tracking learning goals withlearners.

Content areas agreed to allow retakes and developed practices tosupport this process.

Started to provide learners with opportunities for retakes.District:

Technology personnel have attended teacher trainings to help teachers

Elementary:

New staff will receive training on how to unpack learning goals. Provide training to all staff on ways to have learners track their

progress on learning goals. Build an understanding of the Art and Science design questions about

building routines in the classroom.

Middle School:

Build an understanding of the Art and Science design questions aboutbuilding routines in the classroom.

Provide review training to UA staff on making learning goalstransparent to learners.

Provide training to all staff on ways to have learners track theirprogress on learning goals.

Provide additional training to all staff for how to provide manageablevoice and choice for learners.

High School:

Begin allowing multiple options for learners to demonstrate mastery oflearning goals.

Develop options to allow learners to demonstrate mastery of learninggoals.

District:

Technology staff will continue to be present at trainings to help supportteachers.

As we focus on developing a deeper understanding of our instructional


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with making learning more transparent to learners.

Technology staff created online resources that teachers can use thatshow best practice with making learning more transparent to learners.

Helped staff understand research-based best practices specific tolearners ability to understand their learning goals, tracking their own

progress and celebrating success.

framework, link the practice of unpacking learning goals to Question 1

in the framework and building an understanding behind why this

practice leads to higher learning.

All staff will provide opportunities for learners to track their progresson individual learning goals.

Goal: Develop & implement the Art & Science Instructional Framework as a common language of instruction to ensure instruction is customized to individual

learner needs.


Elementary:

Atwood Primary Faculty used the 10 design questions of the Art andScience Teaching Framework for their foundation of lesson planning

design. This is ongoing and a professional expectation.

Teachers were introduced to Marzano's 10 Design Questions as theirfoundation for lesson planning.

Middle School: 100% of the staff have participated in the introductory training of the

Art & Science of Teaching framework, to implement a common

language of instruction.

Staff used the 9 Design Questions in the Art & Science of Teaching towrite their professional goals at MMS.

High School:

Shared 10 power strategies. All staff to tracked progress on 1-2 learning goals. All staff utilized the PDCA format to track their goals which included

a) voice & choice, b) tracking learner progress & providing feedback

for all of our teachers.

District:

Technology personnel have attended teacher trainings to help teacherswith implementing a common language of instruction.

Created online resources that teachers can use that show best practicewith implementing a common language of instruction.

Introduced the instructional framework to all staff, building anunderstanding of the importance of adopting a common language about

instruction.

Provided administrators with detailed training on the framework and

Elementary:

Provide ongoing training to teachers on the Art & Science InstructionalFramework.

Implement a schedule of instructional rounds with teachers to monitoreffective implementation.

The WES Advisory team will read and share with staffThe Art andScience of Instruction

Staff will implement The Art and Science of Instruction Framework. Classroom observations, walk-throughs, and evaluations will reference

The Art and Science of Instruction Framework.

At JHB continue to use Marzano's 10 Design Questions as afoundation for lesson planning. Leadership Team will assist in

trainings and support.

Middle School:

Using the 9 Design Questions in the Art & Science of Teaching towrite teacher professional goals.

Using the Art & Science of Teaching framework, train and implementa common language of instruction.

Implement a schedule of instructional rounds with teachers to train,support, and monitor implementation of the framework.

High School:

Implement a regular schedule of instructional rounds to train, support,and monitor implementation of the instructional framework.

District:

Continue to be present at trainings to help support teachers. Continue creating resources showing best practice. Work with teachers K-12 to further develop a cohesive and consistent


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what strategies to look for during certain segments of instruction.

Administrators read the Art & Science of Teaching handbook andattended a conference with Robert Mazano on supervising the Art &

Science Instructional Framework

K-12 implementation of Marzanos framework of instruction and best

practices.

In building an understanding of research-based instructional strategies,develop a culture of reflective practice among our staff and

administrators.

Provide ongoing training to administrators on how to implementeffective instructional rounds increasing their awareness of appropriate

strategy use in the classroom.

Administrators will continue to participate in ongoing training on theArt & Science Framework to implement a regular schedule of

instructional rounds.

Goal: Explore & recommend online learning resources that support learning goals/targets in all content areas.

Accomplishments Future WorkElementary:

Learners used Lexia for literacy practice Learners used IXL for math practice Teachers used A-Z materials, Enchanted Learning, and other resources

that are subscription based

Teachers collaborated with computer integration assistants Professional development activities focused on ipad usage. Teacher collaboration opportunities through scheduling, staff meetings

and professional development have helped identify online learning

resources. These resources have included online programs such as

Kahn Academy, Learning A-Z, etc Software programs have also been

aligned to learning goals: Lexia, Read Naturally, ixl and FastMath.

Teachers have identified some learning goals and targets that are bestlearned using electronic resources (Spelling City, IXL, Lexia, A-Z,

Teacher Tube, EduTube, YouTube, etc.)

Middle School:

Khan Academy and IXL lessons used in math classes at CMS & MMS. 100% of teachers used edutube and teacher tube to find online lessons 50% of the teachers use lessons from promethean planet for small

group instruction

Elementary:

Provide opportunities for staff to enter resources in Educate. Identify funding resources for additional technological resources. Deploy electronic devices for learners to use the electronic resources

tied to their learning goals.

A group of teachers are in the process of identifying applications onthe ipad which align to curriculum learning goals.

Teachers will continue to explore the most effective electronicresources as elementary access to technology increases.

Teachers will work to tie learning targets to online resources. Teachers will create a plan for building a bank of learning pathways

(lessons, units, projects) aligned with goals/targets within our

curriculum, and entered them into Educate.

Teachers will continue to identify quality online learning resourcesaligned to the curriculum and learning goals.

Create a plan for building a bank of learning pathways (lessons, units,projects, etc.) aligned with goals/targets with the curriculum.

Begin to enter the lessons, units, projects aligned with goals/targetsinto Educate.


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High School:

Individual teachers have identified some resources to utilize withlearners in implementing the new curriculum.

District:

Implemented a summer project where staff identified electronicresources and tagged them to learning goals in Educate.

Helped define appropriate uses for online learning resources.

Provided teachers with video resources that show them how to tagresources in Educate.

Middle School:

Training will be provided on how to connect online resources tolearning targets in Educate

Training and time will be provided to help teachers find onlineresources that support learners being able to work at their own pace.

(especially finding work that can be done to achieve 2 level

knowledge)

Create a plan for building a bank of learning pathways (lessons, units,projects, etc.) aligned with goals/targets within our curriculum, and

entered them into Educate.

High School:

Identify quality online learning resources aligned to our curriculum oflearning goals.

Work with teachers to provide learners with online opportunities towork toward mastery of learning goals.

District:

Identify learning goals/targets that are best learned using electronicresources through collaboration opportunities and professionaldevelopment.

!

RSU!18!Strategic!Alignment!Plan!

!

Core!Focus!Area!1:!Curriculum!

!Curriculum is rigorous, relevant, future focused, comprehensive and clearly articulated.

Curriculum:

is guaranteed (essential) and viable (doable) for all learners. includes all programming, and supports underlying concepts of health and wellness, safety, ethical behavior and good citizenship. includes clear and measurable learning goals, and incorporates complex reasoning processes and habits of mind. is designed to build learner choice around demonstration of proficiency. design accommodates anywhere, anytime learning opportunities. supports the learning system. is available to all. is based on state and national standards. is designed to promote learning through multiple pathways.


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Goal: Develop & implement a guaranteed & viable curriculum that consists of a set of measurable learning goals/targets in ELA, Math, Science & Social

Studies.


Elementary:

All staff implemented curricula in ELA, Math, Science & SocialStudies.

All Staff was trained on how learners can achieve a 4.Middle School:

All staff implemented curricula in ELA, Math, Science & SocialStudies.

All Staff was trained on how learners can achieve a 4.High School:

Teachers have identified learning goals by course based on thecurriculum that is built.

District:

All curricula documents were made available to all staff. Feedback was collected and curricula documents and relevant

pathways were revised.

ELA, Math, Science & Social Studies Curriculum were adopted by theSchool Board.

Pathways of ELA, Math, Science & Social Studies learninggoals/targets have been entered into E-ducate.

Elementary:

Staff will receive additional training on how to use the curriculum toplan for whole group/small group instruction.

Staff will receive ongoing training on how learners can achieve a 4. Staff will design lessons and assessments based on the curriculum.

Middle School:

Have middle level & high school staff conversations to ensureconsistent understanding of the content/curriculum.

Staff will receive additional training on how to use the curriculum toplan for whole group/small group instruction.

Staff will receive additional training on how learners can achieve a 4. Staff will design lessons and assessments based on the curriculum.

High School:

Teachers will need to assess and learners will need to be able todemonstrate the mastery of the learning goals in each course.

Balance the use of online and other resources with direct instruction inwhole group/small group and individual settings.

Align instruction and assessment practices across the district. Meet with middle and high school staff to expand and develop

instruction and assessment practices.

District:

Feedback will be collected from staff and revisions will be made to thecurriculum as needed.

Identify & define the essential parts of the curriculum.

Study and compare our pathways with the expectations of the CommonCore State Standards, Next Generation Science Standards, and

National Social Studies Standards.

Continue conversations with robotics coach about building learningpathways.


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Goal: Develop & implement a guaranteed & viable curriculum that consists of multiple pathways that accommodate a variety of learning opportunities,

including those offered anywhere and anytime and/or are interdisciplinary in nature.


Elementary:

Parent meetings were held to inform parents about our curriculum &Educate

Community connections were made with: gardening, American CancerSociety, Humane Society, Diabetes Association: We tied our work to

learning targets.

Training sessions have been provided to staff to brainstorm multipleways in which we can incorporate pathways within existing learning

opportunities.

Middle School:

Started to educate parents and community members through multipleparent nights that occurred in the fall of 2012.

High School: Begun to educate parents about the curriculum through parent

informational nights.

District:

Provided ongoing training sessions to build an understanding of ourcurriculum design.

Started conversations with our robotics coach to help design pathwaysthat recognize the learning that takes place while participating on the

robotics team.

Alignment pathways have been started between MMTC programstandards and the learning expectations in our curriculum.

Elementary:

Staff will enter into Educate alternative activities and assessments forlearning targets.

Alternate activities will be allowed to demonstrate mastery for learninggoals/ targets learned

Build partnerships for learning with community organizations Continue parent & community education about the design of our

curriculum and how it allows for multiple pathways and options.

Brainstorm multiple ways in which we can incorporate pathwayswithin existing learning opportunities.

Identify pathways of learning goals/targets learned outside theclassroom. (co-curricular, extra-curricular, afterschool programming,

community learning opportunities, etc.) and enter them into EducateMiddle School:

Monthly parent nights will be scheduled to educate parents about thecurriculum.

Brainstorm multiple ways in which we can incorporate pathwayswithin existing learning opportunities.

Identify pathways of learning goals/targets learned outside theclassroom. (co-curricular, extra-curricular, afterschool programming,

community learning opportunities, etc.) and enter them into Educate.

Build partnerships for learning with community organizations. Educate parents and community members about the design of our

curriculum and how it allows for multiple pathways and options.

High School:

High School staff will begin to identify what groups of learning goalsare best learned using seminars, online learning, and other formats.

Implement a parent advisory group to educate parents on all aspects ofPBCL at MHS.

Build partnerships for learning with community organizations. Educate parents & community members about the design of our

curriculum and how it allows for multiple pathways & options for

demonstrating mastery.


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District:

Build online resources that inform stakeholders of the purpose anddesign of our curriculum.

Continue conversations with our robotics coach about buildinglearning pathways.

Continue building pathways between MMTC program standards andthe RSU 18 Curriculum.

Develop, implement, and monitor teacher & administrator training onthe Habits of Mind (HOM) and Reasoning Processes (RP) Curriculum

Develop tools for teaching Habits of Mind & Reasoning Processes!

!

Strategic!Alignment!Plan!

!

Core!Focus!Area!1:!Assessment/Evidence!

!Our assessment system measures the learning expectations of our rigorous, relevant curriculum. It consists of a collection of evidence that monitors and

documents learner progress toward proficiency.

Assessment:

involves learners in the process of assessing, monitoring and setting learning goals. provides learners with frequent feedback, specific to their learning goals. guides instruction and learning. measures each learner's progress toward proficiency. provides multiple ways and opportunities to demonstrate proficiency, taking into account learning levels, learning styles, interests, and flexible time

frames.

utilizes evidence to develop or adjust learning plans.!

Goal: Develop & implement an assessment system (consisting of a collection of evidence) that provides learners with frequent feedback while monitoring and

documenting progress toward proficiency of a common set of learning expectations.


Elementary:

50% of the teachers at CPS have been providing learners with frequentfeedback specific to their learning goals.

50% of the teachers at CPS have been involving learners in the processof setting goals, monitoring progress & assessing performance

according to their learning goals.

Elementary:

Teachers will make sure feedback is directed to the learning goal asopposed to the assignment.

Teachers will involve learners in the process of setting goals,monitoring progress & assessing performance according to their

learning goals


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A guideline of required evidence for learners to demonstrate theirknowledge at a 3 level to achieve proficiency of the learning

goal/target was created at CPS.

Some staff at BCS have provided learners with feedback specific totheir learning goals.

Staff at BCS have started to involve learners in the process whensetting their own goals, monitoring their progress and assessing their

performance.

Teachers provided learners with frequent feedback specific to thelearners goals at ATW. & JHB

Teachers unpacked standards with learners at ATW. Learners and teachers monitored learning goals at ATW. Three staff have begun to enter assessment tasks in Educate at ATW. Learners are required to demonstrate knowledge at a 3 level to

achieve proficiency of the learning goal/target

Parent meeting was held to aid parents in using Educate at ATW. Teachers at JHB have begun to involve learners in the process of

setting goals, monitoring progress & assessing performance accordingto their learning goals.

Learners & their coaches have begun to develop & adjust learningplans based on evidence of learning at JHB.

Staff is using their knowledge of the taxonomy (verbs) to buildappropriate assessment tasks linked to the learning goals/targets of our

curriculum.

At JHB, staff has begun discussions of possible guidelines for requiredevidence for learners to demonstrate their knowledge at a 3 level to

achieve proficiency of the learning goal/target.

Upper elementary staff at BCS provided a written explanation forparents about the reporting system moving to a 1-4 scale vs averaging

of grades.

Middle School:

25% of CMS teachers have been providing learners with frequentfeedback specific to their learning goals.

100% of CMS teachers have been giving learners opportunities to reassess.

High School:

We have talked about the need to provide learners with frequentongoing feedback specific to a learning goal.

Learners & their coaches will develop & adjust learning plans based onevidence of learning.

Teachers will enter assessment tasks (evidence) linked to specificlearning goals/targets into Educate.

Provide opportunities for staff to create & share experiences withassessment tasks to assure consistently tight alignment to learning

goals

Educate parents & community members about the multiple optionslearners have to demonstrate their proficiency on learning

goals/targets.

All staff need to provide all learners with frequent feedback specific totheir learning goals.

Staff will enter assessment tasks linked to specific learninggoals/targets into Educate

Provide staff with training to determine common language on what a3 represents

Ensure opportunities for staff to create & share experiences withassessment tasks to assure consistently tight alignment to learninggoals (calibration)

Middle School:

Communicate the guidelines for demonstrating proficiency of alearning goal/target to staff/parents and learners.

Provide opportunities for staff to create & share experiences withassessment tasks to assure consistently tight alignment to learning

goals (calibration)

Host monthly evening meetings focused on options learners have todemonstrate their proficiency on learning goals/targets at MMS

Provide online/hard copy resources that explain options learners haveto demonstrate their proficiency on learning goals/targets

Learners & their coaches will develop & adjust learning plans based onevidence of learning.

Teachers will continue to involve learners in the process of settinggoals, monitoring progress & assessing performance according to their

learning goals.

Teachers will apply knowledge of the taxonomy (verbs) to buildappropriate assessment tasks linked to the learning goals/targets of our

curriculum.

Teachers will enter assessment tasks (evidence) linked to specific


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Introduced all staff to the Marzano Taxonomy of LearningDistrict:

Created online resources to ensure there are opportunities for staff tobuild assessment tasks linked to the learning goals/targets of the

curriculum.

All staff have been trained on the use of Marzanos taxonomy oflearning.

A district-wide guideline of required evidence for learners todemonstrate their knowledge at a 3 level to achieve proficiency of

the learning goal/target was created.

Assessment/evidence tasks were entered into curriculum documents foreach learning goal during the last revision cycle.

Collaborate with teachers and administrators to build additionalassessment tasks linked to the learning goals/targets of the curriculum.

learning goals/targets into Educate.


goals/targets.

High School:


goals/targets.

Work with MMS staff to develop guidelines to ensure our assessmentsystem is valid and reliable as we implement and certify mastery of

learning goals for graduation.

Teachers will provide learners with frequent feedback specific to theirlearning goals.

Teachers will involve learners in the process of setting goals,monitoring progress & assessing performance according to their

learning goals.

Learners & their teachers will develop & adjust learning plans basedon evidence of learning.

District:

Provide new staff training on Mazanos Taxonomy for Learning. Teachers will apply knowledge of the taxonomy (verbs) to build

appropriate assessment tasks linked to the learning goals/targets of our

curriculum.

Ensure opportunities for staff, across the district, to create & shareexperiences with assessment tasks to assure consistently tight

alignment to learning goals (calibration)

!


!

Core!Focus!Area!1:!Reporting!Learner!Progress!

!Reporting has the learner's best interests in mind and reflects progress toward proficiency, as defined in individual learning plans. Evidence of learning over

time will be collected. Reporting practices will ultimately reflect learners best effort as they progress toward proficiency.

Reporting:

is accessible, electronically, to all learners, parents and teachers. reflects the current level of learner proficiency specific to individual learning goals. documents progress throughout the learner's education.


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provides a clear, accurate transcript of achievement.!

Goal: Develop & maintain a reporting system that reflects learner progress towards proficiency.


Elementary:

The WES Educate capacity leader has worked with staff to better useEducate

Capacity builders taught faculty to enter learner performance data. Teachers tracked curriculum data in the areas of literacy, math, science

and social studies. Teachers tracked learner progress based on learning

targets in Educate

Parents have access to Educate and have been informed about theprofiles.

Parent meetings for Educate were held at WES Teachers reported learner progress on learning goals. Teachers used rubrics and capacity matrices to monitor learner

progress towards learning targets Parent meetings were held to review and understand learner profiles. Staff tracked and reported learner progress on learning goals. The Educate Parent Portal was made available to parents. Printed reports from Educate reflected learner progress and are

available for parents.

Staff used formative approaches to report learner progress, eliminatingthe practices of averaging for the upper elementary learners.

In CPS 100% of core academic teachers are reporting progress onlearner goals on Educate

Developed & shared a guide for parents, learners, & community on ournew reporting methods.Middle School:

Developed & shared a guide for parents, learners, and community onour new reporting methods.

Parent meetings were held to review and understand learner profiles. Teachers reported learner progress on learning goals. The Educate Parent Portal was made available to parents. Printed reports from Educate reflected learner progress and are

available for parents.

Elementary:

Teachers will provide feedback regarding habits of mind usingEducate.

Teachers will provide feedback regarding reasoning processes usingEducate.

Teachers will be better trained to ensure that assessment of learners isbased on learning targets and not habits of mind and reasoning

processes (which are assessed separately)

Provide additional parent training on how to use Educate Continue to develop rubrics for reporting learner progress. Grading methodologies will be developed and modified reflecting

progress toward learning goals and targets.

Staff will be provided with further training on how to report out inEducate.

Middle School:

Develop & adopt new grading & reporting formats forMiddle School learners that use rubrics instead of averaging

points and percentages & reflect progress toward learning goals/targets.

Revise grading & reporting policies Teachers will provide feedback regarding habits of mind using

Educate.

Teachers will provide feedback regarding reasoning processes usingEducate.

Provide additional parent training on how to use Educate Continue to develop rubrics for reporting learner progress.

High School:

Provide training to staff on how to use Educate to enter learnerperformance data.

Revise learner transcripts to reflect achievement/proficiency of thelearning expectations within our curriculum.

Teachers will align activities & assignments to match the learninggoals in the curriculum and feedback will be specific to attainment of

learning goals.


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District:

A group of teachers participated in a variety of Educate training andbecame their buildings Educate Capacity Builders.

Developed & shared a guide for parents, learners, and community onour new reporting methods.

Teachers and administrators learned how to enter learner performancedata in Educate.

Technology staff created online resources showing how to enterlearner performance data.

Implemented the Parent Portal to allow parents access to learnerprogress data.

Teachers will track learner progress on the learning goals/targets in ourcurriculum rather then on activities & assignments.

Provide!parental!access!to!learner!progress!data!using!Educate. Teachers will use formative approaches to report progress, eliminating

practices that average performance points over a unit or course.

District:

Modify the Educate program to be more user friendly for parents andlearners

Technology staff will continue to support teachers and administratorswith entering learner performance data.

Continue creating resources for parents. Train additional Educate capacity builders. Determine how we will celebrate learner success in a proficiency based

system.

Revise our graduation policy to align with our vision for proficiency aswell as the current law.

!

!


!

Core!Focus!Area!2:!Creating!Productive!Partnerships!

!The$responsibility$for$educating$our$learners$is$shared$by$family,$school,$and$community.$$$$We$are$committed$to$continuously$educating,$and$

informing$all$stakeholders$about$our$vision.$$As$a$result$of$this$commitment,$productive$partnerships$will$be$established$resulting$in$an$understanding$of,$support$for,$and$help$with$the$resources$necessary$to$reach$our$vision.$ !

!Productive+Partnerships:!

require!a!variety!of!stakeholders!who!help!define!and!support!our!mission!and!vision!for!customized!learning. ! provide!realHlife!learning!experiences!and!valuable!mentoring,!job!shadowing,!and!business!apprenticeships!for!our!learners. ! encourage!parent!participation!in!providing!additional!learning!opportunities. ! support!parents!and!staff!collaboration. !

!Goal: Develop & maintain productive parent, business, community & higher education partnerships to support the RSU 18 vision.


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Elementary:

Parent meetings were held at WES to inform and educate parents aboutlearner profile reports, grading, and curriculum as well as on how to

use Educate.

At CPS we identified & communicated with stakeholders andprospective partners within our community.

Hosted presentations at Curriculum Nights to all parents about thedistrict vision.

Middle School:

Included parent & learner representatives on the MMS LeadershipTeam

Started a MMS Student Advisory Council At CMS we identified & communicated with stakeholders and

prospective partners within our community.

High School:

MELMAC College Access Team Developed a parent/staff team thatwrote and received MELMAC Grant for the second time to continueefforts focused on post-secondary aspirations and enrollment.

Lunch with a Professional (partnership with Mid-Maine Chamber ofCommerce in the past)

Hosted 3 Parent Informational Nights Blog & online communication Met with Bridge Year representatives to express our desire to be

involved in the program when they expand it and to create additional

pathway options for our learners.

District:

Engage learners, parents, board & community members in a variety ofactivities to build understanding & support for our vision for learning.

District Leadership Team Members met with administrators andteachers at Thomas College

Duke Albanese visited with the District Leadership Team to inform usof the work that the Great Schools Partnership is doing with college

admission directors and presidents.

Met with Waterville Rotary Club members to speak about our visionand the reason for the changes we are making.

Met with all the Deans of the Colleges of Ed. to explain our vision and

Elementary:

Continue to identify and communicate with stakeholders andprospective partners within our community.

Continue communication with parents around implementation plans.Middle School:

Continue to identify & communicate with stakeholders and prospectivepartners within our community.

Continue MMS Learner Advisory CouncilHigh School:

Reach out to businesses via letters & multiple means ofcommunication, leverage & expand current partnerships (Like JMG,

etc)

Create a Parent Advisory group The MELMAC College Access Team will continue to analyze current

and expand future connections with post-secondary organizations to

increase extended learning opportunities. We will reach out to experts in this area such as Duke Albanese and

the Great Schools Partnership & New England Secondary School

Consortium.

District:

Develop pilot community based learning experiences for learners in alllevels of our system.

The District Leadership Team (DLT) will sponsor a community eventwith Duke Albanese and some admission people from colleges who are

working with the Great Schools Partnership.

The DLT will continue to build out a communication plan. We will engage business leaders in helping us define the essential

elements of our curriculum.

Analyze current and expand future connections with post-secondaryorganizations to increase extended learning opportunities.

Update website as needed. Continue to engage learners, parents, board, and community in

building an understanding and support for our vision for learning.

Continue to develop and expand on our frequently asked questionsdocument.


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model of implementation.

Have had conversations with the Ed. Department at UMF about ourvision, etc.

Started posting resources to the RSU 18 website.Goal:Engage!learners,!parents,!board!&!community!in!building!an!understanding!&!support!for!our!vision!for!learning.!!


Elementary:

Developed a FAQ document and posted it on the BCS website. At BCS, met with Board Members to provide an awareness of our

plans.

Learners created school-wide and classroom visions. Parent meetings were held to aid parents in better understanding

Educate, learner profile report, grading, and curriculum

Learners self monitored learning targets in some classrooms in thedistrict.

Monthly newsletters were sent home keeping parents informed of theevents at WES

Middle School:

Our Learner summit brought middle school and high school learnerstogether to participate in a book share focusing on customized learning.

Planned and implemented learner training that builds an understandingof our vision for learning.

High School:

Our Learner summit brought middle school and high school learnerstogether to participate in a book share focusing on customized learning

(PBCL).

Held assemblies with learners to help build an understanding of ourvision.

Included learners on our building leadership team Held a book talk with a variety of learners. Hosted Parent Informational Nights (Oct., Dec., May.) Maintained a Blog, Twitter, & Facebook page in an attempt to keep

parents and community updated.

Started working on a FAQ document with and for staff.District:

Posted resources to a new RSU 18 website.

Elementary:

Raise awareness of pathways & options for demonstrating proficiencyamong our learners.

Gain ideas from stakeholders on how they can provide authenticlearning opportunities.

Educate parents & learners about individual learning plans and how touse them.

Seek input from stakeholders on how they can provide authenticlearning opportunities for learners.

Create a more effective and active feedback loop to provide authenticlearning opportunities for learners/stakeholders. Create a forum to educate parents and community members on the

district vision

Develop a specific section on building-level websites to inform parentsand community members about ongoing implementation efforts.


Middle School:

Continue to plan and implement learner training that builds anunderstanding of our vision for learning.


Educate parents & learners about individual learning plans and how touse them.

Provide continuous training & awareness for school board members aswe continue to implement our new learning structure.

Seek input from stakeholders on how they can provide authenticlearning opportunities for learners.

High School:

Further educate learners about our vision.


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Leaders:!

are!futureHfocused,!possessing!the!courage!to!take!risks. ! are!not!limited!to!being!defined!by!position;!opportunities!continually!emerge. ! clearly!articulate!the!districts!vision. ! collaborate!to!ensure!district!decisions!and!resources!align!with!the!districts!strategic!plan. ! promote!a!safe,!welcoming,!and!trusting!learning!community. ! encourage,!support!and!welcome!creativity,!innovation,!and!feedback. !

!

!

!Goal: Develop, maintain & monitor systems for hiring new personnel that reflect our district vision.


Elementary:

Elementary Administration and Assistant Superintendent have alignedinterview questions to reflect RSU18 Vision.

Updated some job descriptions to reflect our district vision.

Middle School:

Aligned some steps in the hiring process to the district vision. Updated some job descriptions to reflect our district vision.

High School:

Updated some job descriptions to reflect our district vision. Include learners in the hiring process when possible/appropriate.

District:

All hiring has been done, in the past two years, with our vision clearlyat the center of the interview process.

Aligned some steps in the hiring process to the district vision. New staff has had specific training provided on the vision and strategic

direction of the district.

Changed job posting advertisements to reflect our district vision andstrategic direction.

Elementary:

Continue to update all job descriptions to reflect our district vision.Middle School:

Define a consistent structure for training and mentoring new staff.

Continue to update all job descriptions to reflect our district vision.High School:

Define a consistent structure for training and mentoring new staff. Continue to update all job descriptions to reflect our district vision.

District:

Continue to align all steps in the hiring process to the district vision. Continue to provide training for all new staff on the vision and

strategic plan for the district.


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Goal: Develop & implement a plan of professional development that supports implementation of our vision while providing ongoing opportunities for staff to

build on their professional knowledge and to reflect on their work.


Elementary:

All staff have received training in the vision, tools, and Marzano'swork.

Staff have been offered release time to observe in peers classrooms Professional discussions/ readings have been introduced in the Art and

Science

Atwood has read and participated in a book talk for Dimensions ofLearning

Building-level leadership teams were developed and provided twotraining days.

Leadership team has met to identify staff training needs based onfeedback from staff.

JHB capacity builders have provided training to individual staff insmall groups to share expertise in the areas of HOM, Educate,Grouping/Regrouping, Building Codes of Cooperation and Classroom

Visions, etc.

JHB teachers meet weekly to group and regroup learners and discussalternate strategies for grouping and regrouping.

Middle School:

Identified staff who were willing to become experts (capacity builders)in complex reasoning processes, Art & Science of Teaching, and

Educate.

Staff used the 9 design questions from The Art & Science of teachingto write annual professional goals.

High School:

Leadership Team has become an integral part of the PD process bydeveloping offerings and planning professional development.

Established a capacity builders group related to tracking learnerprogress toward goals in the curriculum

District

Technology staff created online resources to assist in PD for currentnew staff.

Monthly district staff meetings are designated for collaboration withother staff across the district.

Elementary:

Provide time for capacity builders to share information. Provide time for staff to debrief visitations. Provide ongoing training on how to use the components of our

curriculum in planning lessons that represent an integration of different

content areas.

Provide leadership development training to build capacity throughoutthe district.

Middle School:

Identify capacity builders for Habits of Mind. Provide ongoingtraining throughout the year for all capacity builders & staff.

Provide leadership development training to build capacity throughoutthe district.

Develop partnerships with higher education to continue & broadencapacity building.High School:

The leadership team will begin to coordinate all building-based PD. The leadership team will create a process/group to support and mentor

teachers new to our district/building.

Provide opportunities for high school and middle school staff tocollaborate on curriculum

Develop partnerships with higher education to continue & broadencapacity building.

District:

Create more online resources for PD in regards to the vision. Provide further training of capacity builders Provide expanded training for all staff in the Art and Science of

Teaching

Ongoing professional development on grouping and regroupingstrategies is essential.

District level collaboration needs to continue to be facilitated to bringforward best practices.

Provide ongoing training opportunities on the Total Leaders model soleaders understand and prepare for the effects of transformational


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Administration read and participated in book talks on the TotalLeaders model

Professional discussions/ readings have been introduced in the Art andScience

Ongoing training and support have been offered at district teachersmeetings & workshops.

Capacity builders were trained in Habits of Mind, ReasoningProcesses, Curriculum and Educate

change.

Provide ongoing professional development on grouping & regroupingstrategies.

Goal: Develop a set of principles of professionalism that helps define how staff goes about their work.


Elementar

Documents

RSU 18 Strategic Design Plan With Accomplishments & Future Work as of July 2013