Goal – Maintain or Improve Student Learning in All Subject Areas.
“Give to students equal opportunities to show what they know”
Measure – Through the use of PLC’s, each group will develop Curriculum Mapping (establish clear learning outcomes), SMART goal in regards to a curriculum objective that is an area of need, and Common Assessment. Allow staff to have opportunities to learn and utilize best practices and have the resources to do so through Professional Development and Resource Attainment. Establish creative ways to ensure students are supported in their learning in the home environment.
Further details about this project... |
The goal of this project was to enhance the resiliency of our students, school staff members, and school communities. Resiliency has been defined as, “…the capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social, academic, and vocational competence despite exposure to severe stress, or simply to the stress of today’s world.” (Henerson & Milstein, 1996). The schools participating in this project explored ways in which to reduce risk factors in students lives (e.g., unsafe environments, insufficient connections with adults, low motivation) while simultaneously increasing protective factors (e.g., caring environments, sense of personal power, problem solving skills). This project was infused into the classroom and the curriculum with consistent and authentic resiliency-building experiences for students.
With this project, the schools were aiming to move away from viewing resiliency as a program (e.g., a bully-proofing program, or a drug and alcohol education program) to viewing resiliency as a process. That is, we were hoping to help school community members see that how we do what we do and the interactions that we have with children and youth, are more important than simply what we do.
Key components of the project were (a) helping students to develop pro-social skills and behaviors, (b) connecting students to their communities in meaningful ways, (c) providing on-going professional development and support for school staff members. |
| The schools in
this project have identified a school-wide instructional focus by
which they are intending to increase student growth. Some schools
selected a particular subject or skill area (e.g., math, writing,
study skills) while others selected a particular teaching approach
(e.g., inquiry-based approach). This project was termed Instructional
Support Systems because of the focused attention that is given to
those systems that serve to support and ensure the effectiveness of
the selected instructional focus. The three key systems include school
resources (schools have allocated their resources in a manner which
supports the focus), staff capacity (Professional Learning Communities
have been formed to enhance educator growth), and families and communities
(parents and schools work together to promote enhanced student achievement). |
