SCHOOL IMPROVEMENT PLANNING (9) THE

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SCHOOL IMPROVEMENT PLANNING (9) THE STRATEGIC PLAN Members of the Committee Michelle Peduto Executive Director and Head of School Veronica Slain Director of Admissions and Assistant Director of Elementary Programs Erica Armbruster Director of the Early Learning Center and Assistant Director of Early Childhood Programs Stephanie Conrad Montessori Lead Teacher Suzanne Ament Middle States Coordinator and Math, 6-8 Description of the Planning Activity Describe how the planning process was organized and managed. Faculty and staff gathered for an overview of the process, completed surveys on-line, then analyzed and discussed trends in the data. Committees were assigned (based on department and /or interest) and completed the individual studies. Documents were stored in a shared Dropbox account so that all members could access source documents and current versions of committee documents. Two staff members were designated as project editors, with responsibility for collating and style-editing the final document.

Describe the groups that were involved and indicate what the groups did. Committees of the whole, and in subgroups, completed the specific area studies, rooted in stakeholder survey data. The Steering Committee compiled Survey Expectations from the individual reports, combined those that were similar and prioritized them according to the locus of control. Describe the techniques/procedures used in identifying the school-wide strategic goals. Middle states evaluation process generated expectations that were accepted but not practiced. The Steering Committee compiled Survey Expectations from the individual reports, combined those that were similar and prioritized them according to the locus of control. Describe the strategic merits of the plan, i.e., in what ways will this plan result in

school-wide development that is believed desirable. Connection builds community, giving students a strong foundation on which to build, and good models to guide the way. Students who envision themselves as competent upper schoolers can make choices, early, to support their vision. Aligned curriculum gives teachers an advantage inplanning for smooth transition as well as a good understanding of the skills and concepts they can expect from students. Indicate what official or agency, if any, approved the plan on behalf of the school. None

Strategic Goals (2-4 goals, one of which must address improved student performance) 1. Strengthen and clearly articulate vertical and horizontal connections among departments of The Campus School by increasing completion of the curriculum map from 50% to 90% and by increasing annual community building events from 10 to 15 by 2017. 2. Document a continuity plan for The Campus School from 0% to 50% completion by 2017. Events Goal Statement 1 Strengthen and clearly articulate vertical and horizontal connections among departments of The Campus School by increasing completion of the curriculum map from 50% to 90% and by increasing annual community building events from 10 to 15 by 2017. The intent of this goal is to improve student performance by continuing the curriculum alignment process and by strengthening relationships among members of The Campus School community. List the major (or critical) events which must occur if the goal is to be attained. A. Document existing connection activities B. Develop connecting activities across department levels. C. Faculty continue curriculum mapping / meeting State the critical event and list any collateral events that are associated with the critical event.

This is to be completed for each critical event previously listed. A. Document existing academic/social connection activities 1. List known connecting activities 2. Poll faculty and staff (in particular, teachers of “specials”) for existing but unpublicized activities 3. Map existing activities B. Develop connecting academic/social activities across department levels 1. Solicit, brainstorm, wish list activities 2. Reality check against time / resources 3. Prioritize 2-3 activities per desired connection 4. Schedule desired activities 5. Carry out desired activities C. Faculty continue curriculum mapping / meeting 1. Curriculum chairs assess subject area progress in mapping 2. Departments meet to discuss trends and gaps in mapping 3. Mapping analyzed to assess connections 4. Mapping adjusted to reflect connections Time/Event Diagram (see below) Resources Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) available for the attainment of the goal. For connections: Survey form to assess current practice Scheduled clerical days Financial support to fund increased number of events For curriculum: Atlas Rubicon online mapping program ($2500.year) Montessori Compass online mapping program($875/year) Subject area national/state curricula Computer access Scheduled clerical days Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that can be redeployed from other programs and services to attain this goal. N/A Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that must be acquired or developed in order to attain this goal. N/A

Monitoring Describe how and when progress toward this strategic goal is monitored. (see below) State specifically by title or positions who is responsible for the monitoring. Curriculum chairs monitor mapping Grade level departments and a committee of the whole document and plan additional events. Administrative team (Executive Director and Assistant Directors) monitors progress of the whole. Indicate the criteria the school will use to evaluate the attainment of the goal. Percent completion of curriculum mapping Ideally, correlate mapping to classroom practice Document each of the old and new activities through electronic (The Campus School website, quarterly newsletter) and print materials (yearbook, campus publications, handouts and flyers, display boards), and recognize established cross age relationships among students.