Three-Year Academic Priorities

  • Our district's academic mission is to ensure that all students receive the time and support needed to access and surpass essential grade level learning. To this end, we are implementing Multi-tiered System of Support (MTSS), which provides a framework for all students receiving effective core instruction (Tier 1 instruction in the MTSS framework), intentional intervention and enrichment (Tier 2 in the MTSS framework) and targeted remediation (Tier 3 in the MTSS framework).

    To advance our academic mission, answers to the following critical questions should be consistently evident and discussed in our classrooms, professional learning communities and meetings. 

    What do we expect our students to learn?

    • Essential standards (MTSS Tier 1)
      • District-adopted essential standards are articulated, published, taught and learned.  
      • Collaboratively developed district proficiency map and building curriculum map, based on the essential standards, guide instruction. 

    How will we support their learning? 

    • Purposeful instruction (MTSS Tier 1 and 2)
      • Rigorous, standards-based learning targets are clearly articulated and shared with students.
      • Student and teacher moves are aligned with articulated learning targets.
      • Success criteria for the learning targets are communicated with the students.
    • Gradual release of responsibility (MTSS Tier 1 and 2)
      • Students can independently apply their learning to real-life scenarios, using problem-solving and critical thinking skills. 
    • Balanced Literacy Instruction (elementary ELA) (MTSS Tier 1 and 2)
      • Teachers use balanced literacy instruction strategies consistently in the classroom.
    • Visible learning and high impact strategies based on John Hattie’s Research and Dylan Wiliam’s Embedded Formative Assessment (MTSS Tier 1 and 2)
      • Students are engaged in high impact, visible learning activities, which are aligned with the standards and learning targets.
      • Teachers apply Dylan Wiliam’s embedded formative assessment strategies into daily activities to make learning visible and to foster student engagement.
    • Depth and complexity
      • Students will engage in learning that reflects depth and complexity. 

    What will we do when they haven’t learned it? What will we do when they already know it? 

    • Teachers will select appropriate instructional strategies and learning activities that target identified student needs by standard, by learning target.
    • Instructional resources will be leveraged to facilitate effective Tier 1 instruction and Tier 2 interventions. Culture of Achievement is foundational to everything that we do to promote student learning. Guiding coalition and professional learning community meetings will provide avenues for teachers to collaborate and engage in conversations about above mentioned questions.