Achieve academic proficiency and Character education to ensure student success

We believe that our students need both Academic Proficiency and Life Skills in order to educate the whole child. This is encompassed in the work of our Graduate Profile, where every grade level is oriented towards the five skills we look for our graduates to embody: Create, Evaluate, Relate, Advocate, and Participate. All staff support students in this work, preparing them for the world beyond our walls.

We will accomplish this priority by:

1. Ensuring a guaranteed and viable curriculum, including intervention and advanced

• Status: In Progress
• High school Science teams agreed upon a course sequence (Biology, Chemistry, and Science Elective).
• High school English Language Arts revised priority standards.
• Middle school Science unanimously adopted AMTA as Science curriculum for grades 6 - 8.
• Middle school Math adopted Carnegie Learning with IXL as a digital support for Tiers 1, 2, and 3.
• Kindergarten, 1st, and 2nd grade report cards are now Standards Based; work is underway on aligning grading practices in 4th quarter.
• Grades 3 - 5 continue professional learning on Structured Literacy, as well as refinement of "firm and flexibles" and common assessments.
• Grades K - 2 are reviewing and refining "firm and flexibles" with literacy and common assessments.
• Grades K - 5 English Language Arts Intervention are continuing work on common assessment systems and understanding Dyslexia.

2. Using high impact instructional strategies in every classroom

• Status: In Progress
• The Department of Professional Learning is continuing to strengthen the use of high-impact instructional strategies by deepening our Science of Learning work begun in Quarter 1. During Quarter 3, building and district administrators and Learning Coaches engaged in targeted sessions on Dual Coding, Feedback, Attention, and Rosenshine's Principles of Instruction.
• The March 6 District Professional Learning Day included sessions on Explicit Instruction, Desirable Difficulties, Attention, and Feedback.

3. Providing ongoing training and professional learning for staff

• Status: In Progress
• Ongoing professional learning continued through the March 6 district Professional Learning Day, with sessions provided by multiple departments and coordinated by the Professional Learning team.
• Leadership groups and Learning Coaches continued engagement in the Science of Learning series, with select sessions also offered to staff during the district Professional Learning Day.
• Additional professional learning opportunities included expanded KickUp course offerings, CPI sessions, and the continuation of personalized pathways (Independent Study, Team Study, Lead-a-Course, and Out-of-District), reinforced through induction and mentoring, coaching support, and re-licensure coursework, including behavioral health.
• We also hosted our third Paraprofessional Learning Day on February 6, with a fourth scheduled for April 17.

4. Fully implement character education

• Status: In Progress
• The team is evaluating key components of character education and exploring ways to further character educational opportunities in the classroom for a variety of topics.

We will measure success through:

• Proficiency on the CMAS and PSAT / SAT assessments