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STRATEGIC PLAN

UDPATE

November 14, 2016

LMSD Board Education Meeting

Featured

Focus: The

Unit Upgrade

Project

A transformative curriculumstarts with the classroom experience. To this end, teachers and staff have collaborated to create Transformative Goals, which serve to drive the upgrade of our curriculum.

On November 8th, our entire teaching staff focused on the learning experiences they aspire to deliver to students by engaging in "unit upgrades" -taking a unit that they teach and making it better by aligning it with the Transformative Goals.

In the spirit of our professional learningpathway, the unit upgrade process is a creative and collaborative endeavor to engage the contemporary learners in our classrooms today.

Featured

Focus: The

Unit Upgrade

Project

Transformative

Curriculum

Teacher/Student video on perspective on the impact of transformative goals and upgrading units.

Mr. Dan Imaizumi, Harriton High School

Transformative

Curriculum

Teacher videos on perspective on the impact of

transformative goals and upgrading units.

Ms. Sherry Fletcher, PWES

Featured

Focus: The

Unit Upgrade

Project

Transformative Goals

Personal: Within and beyond the school walls, learners independently seek to: Explore and develop personal interests, inquiries, and passions.

Craft communication through choices informed by audience and purpose, strategic uses of evidence, and command of language.

Set learning goal(s) that are pursued and evaluated until the goal(s) are realized or new ideas emerge.

Cultural: Within and beyond the school walls, learners independently seek to: Navigate diverse sources and perspectives to reach discerning and thoughtful understandings.

Advocate for self and others by drawing on compassion and courage to speak up for what is right and just.

Share stories, ideas, and points of view while engaging others to think interdependently and act collectively.

Global: Within and beyond the school walls, learners independently seek to:

Use processes (e.g., design thinking, creative problem solving, and systems thinking) to develop solutions and understand that failure is an integral part of the learning process.

Investigate challenging contemporary global and local issues by pursuing questions or lines of thinking.

Make informed choices that support the physical, social, and emotional health and well-being of self, community, and society.

Pathway Teams

Fall 2016

Redefining

Success

Action item: upgrade our elementary report cards

so that they are reflective of what is happening in our classrooms and the direction of the Strategic Plan

In addition, subcommittees will continue to study

the following: The benefits of grade weighting and class rank vs. the negative unintended consequences

The benefits (or drawbacks) of requiring that all

classes be included in the calculation of a student's GPA

Development of a student portfolio, possibly via

Blackboard, to assess student performance.

Transformative

Curriculum

In addition to the unit upgrade, the team is

continuing last year's work in a number of areas such as computer science/ computational thinking/coding, maker spaces, publication/ portfolios, inquiry/creative process framework, capstone projects, global education, and increasing interdisciplinarityacross the District.

Through research and pilot studies, subcommittees

will continue to explore the viability and impact of new programming and opportunities for students, such as interdisciplinary academies/pathways at the high school level.

Professional

Learning

This team is continuing its focus on job-embedded

professional learning (e.g., unit upgrade, lesson study protocols) and PLCs while supporting high- leverage instructional practices K-12.

The team will also explore systems/models of

professional learning that allow for multi-year planning and continuous reinforcement of research-based practices. In addition, subcommittees will continue to study the following:

Establishing a Lesson-study protocol

Establishing a two-person observational protocol

Student-Driven

Schools

This pathway will continue to elicit student voice through focus groups , which began last year at both the ES and MS levels. To date, they have sought HS student input regarding the questions used to gather information about their experience and will continue collection of student voice at the HS level this fall. This feedback will be analyzed and shared with Pathway teams/administrators to help inform next steps The team will also use a subcommittee structure to review building-based testing schedule for AP courses; PE requirements and waivers; quarterly learning plans (ES); as well as elementary school electives.

Student-Driven

Schools

Questions for Student-Driven Focus Groups:

What do you like to learn about?

How do you think others would answer this?

When do you get to learn about this at school?

When do you feel the most interested in your

learning and tell us what that looks like?

What do you like about school?

How do you think others would answer this?

If you could change one thing about school, what

would it be

Spirit of

Community

Last year, the team formed a community resource

network and made recommendations regarding strategic development options and selecting a platform for identifying volunteer opportunities and managing those experiences.

This year, the team has engaged the alumni

network, ISC, and EFLM to join these ongoing discussions and share ideas/ways in which we can leverage our engaged stakeholder groups in support of the aforementioned goals.

Research &

Development

Mindfulness

School Start Time

Elementary Recess

Questions?

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