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TRANSCRIPT
STRATEGIC PLAN
for Muncie Community Schools (MCS)
2020–2025
MCS Vision: Placing Learners First
2 MCS Mission: Placing Learners First
Table of Contents
Message from Mr. James Williams, President, Board of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Message from Dr. Lee Ann Kwiatkowski, Director of Education and CEO . . . . . . . . . . . . . . . . . . . . . . . . . 3
MCS Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Academic Innovation and Strategic Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Our Mission Statement and Our Vision Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Our Enduring Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Our Learner Outcomes and Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Our Foundational Principles and Pillars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9–13
Our Strategic Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14–16
Our Goals, Strategies, and Actions—2020–2025
Pillar I. High-Quality Pre-Kindergarten Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17–18
Pillar II. Recruitment, Development and Retention of Educational Leaders . . . . . . . . . . . . . . .19–21
Pillar III. Student-Centered Teaching and Active Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22–37
Pillar IV. Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38–40
Pillar V. Family and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41–42
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Appendix A: Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44–49
Appendix B: MCS Financial Projections 2020-2025 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Comprehensive Financial Plan Baseline Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Comprehensive Financial Plan Recession Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Appendix C: National Panel List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171
Appendix D: Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Writing Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
General City-Wide Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
3 MCS Mission: Placing Learners First
Message from Mr. James WilliamsPresident, Muncie Board of Education
Since taking our oath of office in July 2018, the Board has sought to prioritize our learners and their teachers. This process has involved a lot of listening to our students, their families, and to Muncie Community Schools (MCS) teachers, principals, and aides. What we have learned, among many other things, is that we have many dedicated educators who are deeply committed to MCS students and their families. We have also learned that MCS students have exceptional gifts and unique challenges and come to us with a sense of wonder and curiosity. We have come to further understand that the future of
our community depends on our collective and unyielding commitment to the education of our learners. This commitment necessarily requires that we, as a Board, take steps to ensure that MCS educators are supported and have access to first-rate professional learning opportunities that best prepare them to be educational leaders in their buildings and classrooms. This Strategic Plan provides the outline for this support and development over the next five years as we work together to make MCS a national model of educational excellence.
We look forward to working with you as we embark on this remarkable journey.
—Jim Williams
Message from Dr. Lee Ann KwiatkowskiDirector of Muncie Public Education and CEO
Over the past year, we asked you to share your hopes and dreams for MCS and for our community, and I am grateful for your input. Thanks to this input from teachers, staff, students, families, and community partners, we have been able to forge our Strategic Plan. From our educators, Ball State professors, and national experts, we learned of teaching practices and ways to support and serve our learners. By listening and learning from others and bringing together our many years of experience in educating learners, we created this plan to guide MCS through the next five years. The Strategic Plan
will enable us to prepare our learners with the skills, knowledge, and dispositions to succeed in college and in careers and to thrive as active citizens in our democratic and global society.
The future of our community depends on our unyielding commitment to the education of our learners. Our students—from preschool to high school—deserve our very best. It is an exciting time for MCS. I look forward to partnering with you on this historic path.
—Lee Ann Kwiatkowski
4 MCS Mission: Placing Learners First
Front row: James Williams, President; Brittany Bales; Jim Lowe; Dave Heeter, Secretary
Back row: Keith O’Neal, Vice President; Mark Ervin; WaTasha Barnes Griffin
MCS Board of Trustees
5 MCS Mission: Placing Learners First
Academic Innovation and Strategic Plans
“Giving everyone a voice” served as the cornerstone for the development of the Academic Innovation and Strategic Plans. The Academic Innovation Plan, submitted to Indiana legislators in June 2020, reflects the historic partnership between Muncie Community Schools (MCS) and Ball State University to transform our public schools into a national model for innovative, holistic education.
As a critical component within the Innovation Plan, the Strategic Plan details the goals, actions, and measures to create transformation through research-based best practices of high-performing schools. The plans present an innovative, community-based model to educate learners from preschool through high school, known as “cradle-to-career.”
Many were involved in the development of the plans, including the MCS Board of Trustees, Ball State University’s President and Vice President for Academic Affairs, and the Joint Ball State-MCS Academic Innovation Council. As described in the Innovation Plan, the voices of parents, students, educators, local businesses, professional sectors, nonprofit service providers, and community-based foundations were sought and heard through numerous opportunities, such as United Way’s Community Conversations and The Future of Muncie Community Schools forums. Local, state, and national experts shared input and feedback to help guide the plans.
Once the two foundational principles and five pillars were established, work began to identify how to implement the Innovation Plan with the result being the detailed Strategic Plan. Guided by priority areas from the Innovation Plan, expert teams brought their extensive knowledge and experience of child and adolescent development, academic teaching and learning, school and district leadership, and family and community involvement to develop measurable goals, specific action steps to achieve the goals, and evaluative measures to determine progress of each action step.
This Strategic Plan will guide the MCS Board, CEO, administrators, teachers, and staff in completing actions; making critical decisions; providing culturally based teaching and learning and continual professional learning opportunities; establishing policy; evaluating our practices; and making changes when evidence determines we should. The Plan provides equity by giving each learner what they need to be successful. Through our Strategic Plan, we commit to providing MCS learners with the high-quality, community-based, cradle-to-career education they deserve.
6 MCS Mission: Placing Learners First
MCS Mission Statement
The mission of Muncie Community Schools is to provide a quality educational environment where every child is known, safe, inspired,
challenged, and empowered.
MCS Vision Statement
Placing Learners First
7 MCS Mission: Placing Learners First
MCS Enduring Values
To fulfill our mission, we commit to these enduring values as we implement strategies to achieve an innovative, cradle-to-career and community-based approach.
Excellence We commit to excellence in all that we do.
Innovation We commit to being creative, responsive, and progressive.
Courage We commit to making tough decisions, holding difficult conversations, and taking risks in pursuit of results.
Integrity We commit to being honest, ethical, authentic, and accessible.
Leadership We commit to establishing strong, professional educational leaders.
Inclusiveness We commit to respect and embracing equity, inclusion, and diversity in people, ideas, and opinions.
Equity We commit to providing appropriate resources for each learner to achieve success.
Partnerships We commit to supporting and engaging families and the community with our schools serving as community hubs.
8 MCS Mission: Placing Learners First
Learner Outcomes and Indicators
MCS is committed to rigorous District Student Outcomes based on Our Enduring Values. We resolve to create and sustain a sound educational structure and practice through a collective, community-impact approach to ensure long-term sustainability.
Early Childhood to Early Adult Student Outcomes & Measures
Pre-Kindergarten 3rd Grade 8th Grade 9th Grade 12th Grade Post-Secondary
Stu
den
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Kindergarten Readiness:
3rd Grade Reading Proficiency:
8th Grade Math Proficiency:
9th Grade Course Credits:
High School Graduation on Time:
Post-Secondary Completion:
Percent ready to enter kindergarten as determined for all areas of development
Percent reading at grade level at Grade 3
Percent proficient in grade level math at Grade 8
Percent with required number of course credits to be on track for graduation
Percent graduating from HS with 4-year cohort
Percent with required skills for postsecondary training and/or education
Percent attaining a college degree or industry, military, or government certificate/license within 6 years
Mea
sure
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School Readiness Assessment
IREAD-3 (Indiana Reading Evaluation and Determination)
ILEARN (Indiana Learning Evaluation Assessment Readiness Network)
Course Credits Graduation Rate
Certification
Associate Degree
College Degree
Military Enrollment
9 MCS Mission: Placing Learners First
Our Foundational Principles and Pillars of Focus
Key priority areas for MCS emerged from our community-wide conversations, families, students, teachers, staff, and research and best educational practices from our MCS educators, Ball State professors, and external panel of experts. Our foundational principles underlie our conversations, polices, practices, and decisions, guaranteeing culturally based teaching and learning and continual teacher and leader growth as reflected in Our Enduring Values. Our Pillars of Focus represent the five key priority areas that, when implemented with fidelity, will ensure the highest quality education for our learners.
,
10 MCS Mission: Placing Learners First
MCS Foundational Principles
Foundational Principle 1. Culturally Responsive PracticesWe believe that our learners are not blank slates but that they enter our schools with diverse, extensive prior experiences, ways of being, ways of knowing, and ways of doing—their cultures. We know that by establishing culturally competent and proficient schools, we will positively affect our learners, their families, and our community.
Research shows that when teachers ignore student cultural norms of behavior and communication the result is student resistance. Conversely, when teaching is culturally responsive, student involvement and engagement increases. We, as a school district, promise to recognize and respond to our learners’ cultures in all aspects of our teaching and interactions.
We will provide extensive professional learning opportunities for teachers, administrators, and staff. These will focus on understanding, respecting, and communicating with students and adults from our community, for example through our MCS Cultural Competency Cadres. Teachers will examine and extend their teaching materials and activities to correspond to learners’ cultures, such as shifting to learner-centered seating (Pillar III) as well as enhancing and ensuring texts include positive, diverse representations of our MCS learners and our community (Pillars I and III).
When hiring, we are committed to prioritizing the recruitment and retention of teachers of color in an effort for our teachers to better reflect a similar diversity as our learners (Pillar II). We will enhance and ensure our curricula is relevant to our learners’ lives and is culturally appropriate with positive and diverse representations mirroring that of our learners and our community (Pillar III).
Our Social and Emotional Learning strategies (Pillar IV) support our enduring value of equitable education for all learners. Our strategies to improve our cultural knowledge and practices will enhance our communication with families and the community (Pillar V). We will guide all of our educators to understanding and believing that diversity is an asset, a strength that our learners bring into our schools.
We, as a school district, promise to recognize and respond to our learners’ cultures in all aspects of our teaching and interactions, ensuring an equitable education for all.
Foundational Principle 2. Continuous, Aligned, and Strategic Professional Learning We strive to reach our goal that “Our leaders at the district, school, and classroom levels are of the highest caliber and continuously excel through professional learning opportunities, coaching, and mentoring.” We perceive all of our teachers and administrators as leaders—whether in the classroom, the school, or the district office. Our path to cultivating educators of highest caliber is through professional development/learning. Research clearly defines the elements of successful professional trainings in (science, technology, engineering, arts, and mathematics).
• Job-embedded with modeling and coaching through our partnership with NIET and the development of our Master and Mentor Teachers
• Time for feedback and reflection, as led by our principals and Master and Mentor Teachers
• And of sustained duration, as indicated by multiple sessions on the same topic to continually delve deeper; acquiring new knowledge and skills; exploring new topics in response to changes in our student demographics and needs; and coaching and mentoring one another.
Professional learning is woven through all five pillars from our early childhood teachers learning about early reading instruction (Pillar I) to all educators learning about culturally appropriate practices (Pillar V). Our research-based professional learning pathways are foundational to improving our schools.
11 MCS Mission: Placing Learners First
MCS Pillars of Focus
Pillar I. High-Quality Pre-Kindergarten Education We believe that the early investment in our young children is vital to their future educational success and socioeconomic status. We know that critical brain development occurs between birth to age five and is difficult to remedy if compromised for any reason, such as through trauma, poverty, or lack of stimulation. Therefore, we commit to providing a high-quality, culturally-appropriate, pre-kindergarten (PreK) education for all 3- and 4-year-old children. We will expand our original preK classrooms at South View, Grissom, and East Washington to all elementary schools in the next few years, advancing to a point where all classrooms receive the highest rating of Indiana’s Paths to QUALITY.
In partnership with the BY5 Early Childhood Initiative and Ball State, we will introduce the district’s learning-centered curriculum that will be aligned to our state’s kindergarten readiness standards. We will provide professional learning opportunities to our early childhood educators to delve deeper into young children’s development and to use the best instructional practices that are culturally appropriate. Our goal is to dramatically increase the number of learners that are prepared for kindergarten to 100%, a significant increase from the current 30% who are kindergarten-ready.
Pillar II. Recruitment, Development, and Retention of Educational Leaders We know that the leadership of a school is second only to the teacher instruction in affecting student learning. We also know that principals face an unprecedented time of expanded roles and tasks as leading a school becomes exponentially more complex. We believe principals need other leaders to come alongside them and that teachers are the natural choice. Thus, we commit to recruiting and hiring the highest-quality teachers and principals, providing them additional training and support to increase their instructional expertise, cultural competency, and social and emotional understandings. For those that desire, our career ladder initiative will allow for professional growth toward leadership.
To find the best educators, we will cast a wide net, seeking a diverse staff through social media and a new recruitment campaign. We will partner with the National Institute of Excellence in Teaching (NIET) and Ball State to elevate teachers’ instructional practices and inspire them to become leaders, as coaches and mentors. Through these and other efforts, we will provide a diverse, high-quality teaching and leadership force.
12 MCS Mission: Placing Learners First
Pillar III. Student-Centered Teaching and Active Learning We believe in a learner-centered approach to education—one that focuses on the needs, abilities, interests, and learning styles of the students rather than on the conveniences of adults. We know that student-centered teaching and active learning leads to increased student participation, knowledge retention, and problem-solving skills. It fosters collaboration and cooperative skills which are markers of social and emotional growth.
We commit to transforming most of our instruction from teacher-based, e.g., worksheets, to learner-based activities that are hands-on and group-oriented, and relevant to the real world. We know that literacy and mathematics are foundational to all other subject areas and are key to adult success. Hence, we will develop literacy and math curricula that are tightly aligned to the Indiana State Standards and will examine and replace our instructional materials to adhere to our curricula and to culturally responsive practices.
We know that the lever to achievement is the way a teacher teaches, that is, the instructional practices. Educational research yields a set of best instructional practices which will propel us toward achieving our vision, “Placing Learners First.” Embedding our foundational principle, “Continuous, aligned strategic professional principles of cultural responsiveness and continual educator learning” in all five pillars will drive us to enact our vision.
In partnership with NIET and Ball State, we will increase the fidelity of implementation of instruction across the district and utilize newly trained master and mentor teachers to ensure consistency and continuity. Our MCS Teacher Evaluation Tool will represent the best practices as reflected in the five pillars and the two foundational principles, leading to increased validity of our implementation of instructional practices.
We know that we must consider the whole child—all developmental areas—for success in school today and in life tomorrow. Thus, we commit renewed focus on STEAM which will prepare learners for their future careers. We will adopt Project Lead the Way districtwide and will hire certified art and music teachers to improve those programs.
Realizing the importance of preparing for life after graduation, we will escalate our college and career courses and internships, focusing on high-wage, high-demand jobs and will begin teaching our youngest learners about careers. We know that our learners’ physical health relates to their ability to concentrate and learn, and we commit to a new emphasis on physical and nutritional health through an In-school Physical Activity Program and a similar nutritional program in partnership with Ball State University and IU Health Ball Memorial Hospital.
Recognizing that a summer gap occurs during the two months of out-of-school time, we will provide multiple extended learning opportunities during the summer, such as: PreK through Grade 12 Summer Academic Enrichment Program, STEAM Literacy Camp, Moving to Middle School Experience, and much more. Pillar III, Student-Centered Teacher and Learning is the core of our cradle-to-career approach, with our two foundational principles serving as the underpinning.
13 MCS Mission: Placing Learners First
Pillar IV. Social and Emotional LearningStudents’ cognitive development and academic learning are strongly linked to social and emotional development. Over two decades of research reveals the positive effects of students’ SEL:
• Increased academic performance
• Improved classroom behaviors
• Increased ability to manage stress and depression
• A better attitude about self
Students who participate in SEL programming experience improved academic performance, conduct, and emotional wellbeing for at least 18 years after the experience. Those students are also less likely to reside in public housing, receive public assistance, and participate in criminal activity as adults. We will develop SEL programming for all grade levels, PreK–12, in five core skill areas: self-awareness, self-management, social awareness, relationships, decision-making as determined by the research from the Collaborative for Academic, Social and Emotional Learning—CASEL. MCS will infuse SEL into our academic curriculum with extensive professional learning opportunities for teachers and other adults in our buildings.
Our efforts to increase SEL understanding by teachers and administrators and SEL learning by our students aligns to our consistent, systematic Multi-Tiered System of Support (MTSS). MTSS is based on examining student data to determine academic and behavior abilities and gaps and implementing a process to meet the learners’ needs. MCS will develop MTSS processes in all schools, integrating the best practices/research-based tiered-intervention approach:
• Tier 1: Universal, research-based instruction for all learners
• Tier 2: Whole class and specialized groups for vulnerable students
• Tier 3: Intensive individualized instruction, including community, family, and health services in addition to school-based supports
MCS will work closely with Ball State and interdisciplinary teams of mental health and instructional experts to identify and serve learners needing targeted interventions and supports. To address the social and emotional learning of younger children, we will provide professional learning opportunities for our educators regarding developmentally appropriate methodology and implement home-school SEL connections.
Pillar V. Family and Community Engagement We believe that families and communities are central to the academic and social and emotional growth of all learners and therefore, a strong relationship with our schools is essential. We commit to that relationship through establishing welcoming schools using culturally responsive practices with all that enter our doors.
We will engage with community organizations to bring additional resources and wrap-around services to contribute to increased health and well-being for our students and families and with our schools serving as community hubs. We will increase opportunities for our families and community to be involved and have a voice through becoming a council member, volunteering, and participating in our Web of Support as a caring adult selected to support our learners. We believe that, together, our learners will emerge as well-educated, college and career-ready young adults who will positively contribute to and provide leadership in our community and beyond.
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STRATEGIC FRAMEWORK Pillar I. High-Quality Pre-Kindergarten Education GOAL: Our 3- and 4- year-old learners will be kindergarten-ready through access to high-quality pre-kindergarten programs in all our elementary schools.
Strategy 1.1 Increase the number of pre-kindergarten classrooms.
Strategy 1.2 Increase the number of eligible On My Way PreK learners enrolled.
Strategy 1.3 Improve the quality of our pre-kindergarten programs, achieving higher ratings on Indiana’s Paths to QUALITY, which includes diversity and cultural awareness.
Strategy 1.4: Develop and implement with fidelity a Pre-K core literacy (English/language arts) curriculum with best practices instruction and valid and reliable assessments.
Pillar II. Recruitment, Development, and Retention of Education Leaders GOAL: Our Leaders at the district, school, and classroom levels are of the highest caliber and continuously excel through professional learning opportunities, coaching, and mentoring.
Strategy 2.1 Develop PreK–12 teachers, that know and use best educational practices.
Strategy 2.2 Develop administrators who know and support the use of instructional best practices by teachers.
Strategy 2.3 Expand administrator and teacher awareness and application of culturally competent practices.
Strategy 2.4 Create a culture of excellence in teaching and leading.
Strategy 2.5 Offer incentives to new and returning teachers.
Strategy 2.6 Establish culturally responsive processes and communications.
Pillar III. Student-Centered Teaching and Active Learning GOAL: Our Schools provide an exceptional academic experience for all learners, embracing the whole child with a commitment to meeting individual needs.
LEARNER-CENTERED, INNOVATIVE CLASSROOMS and SCHOOLS
Strategy 3.1 Improve visual and linguistic representation of diverse learners and families in classrooms and schools (e.g., signage, bulletin boards).
Strategy 3.2 Restructure classroom learning environment through flexible seating and arrangements.
Strategy 3.3 Establish a cohesive and effective e-Learning program.
Strategy 3.4 Foster educator innovative projects.
15 MCS Mission: Placing Learners First
LITERACY and MATHEMATICS
Strategy 3.5 Develop and implement with fidelity a K–5 core literacy (English/language arts) curriculum with best practices instruction and valid and reliable assessments.
Strategy 3.6 Develop and implement with fidelity a 6–8 core literacy (English/language arts) curriculum with best practices instruction and valid and reliable assessments.
Strategy 3.7 Develop and implement with fidelity a K–5 core mathematics curriculum with best practices instruction and valid and reliable assessments.
Strategy 3.8 Develop and implement with fidelity a 6–8 core mathematics curriculum with best practices instruction and valid and reliable assessments.
Strategy 3.9 Develop and implement with fidelity a 9–12 mathematics curriculum with best practices instruction and valid and reliable assessments.
SCIENCE, TECHNOLOGY, ENGINEERING, FINE ARTS, and MATHEMATICS (STEAM)
Strategy 3.10 Ensure a high-quality STEAM education.
Strategy 3.11 Extend students’ STEAM learning opportunities.
DUAL-LANGUAGE FLUENCY—SPANISH and ENGLISH
Strategy 3.12 Extend opportunities for learners to obtain dual language proficiency in Spanish/English.
Strategy 3.13 Ensure dual-language learners meet academic, language, and sociocultural expectations.
PHYSICAL and NUTRITIONAL HEALTH
Strategy 3.14 Improve learners’ physical health through physical education classes and extended physical opportunities in Grades K–5.
Strategy 3.15 Improve learners’ nutritional health through extended nutrition opportunities.
Strategy 3.16 Improve the health of community members through physical and nutritional health opportunities.
PREPARING FOR COLLEGE and CAREERS
Strategy 3.17 Establish career exploration opportunities for Grades K–12.
Strategy 3.18 Extend current and create new courses to build Grades 7–12 learners’ awareness of and interest in high-demand jobs.
Strategy 3.19 Increase job placement and employability skills, and experiences for Grade 12 learners.
Strategy 3.20 Strengthen opportunities for high school learners to earn college credits.
Strategy 3.21 Expand and strengthen college and career programs.
EXTENDED OPPORTUNITIES for LEARNING
Strategy 3.22 Provide extended opportunities for academic and social learning.
Strategy 3.23 Provide extended learning opportunities in literacy and STEAM.
Strategy 3.24 Provide extended opportunities for learners to plan and to prepare for college and careers.
16 MCS Mission: Placing Learners First
Strategy 3.25 Provide opportunities for learners to transition to new school level experience, Grades K, 6, and 9.
Strategy 3.26 Provide extended learning opportunities for meeting learners’ specific needs.
Pillar IV. Social and Emotional Learning GOAL: Our educators will gain new understandings and practices to guide our learners in maturing toward appropriate social and emotional behaviors related to self and others and in relationships and decision-making.
Strategy 4.1 Establish districtwide frameworks and structures needed to implement a Multi-Tiered System of Support (MTSS) for learners’ academic, social, and emotional learning.
Strategy 4.2 Expand teacher and administrator knowledge of and skills about social, emotional, and behavioral teaching and learning.
Strategy 4.3 Implement the MTSS process of learner identification and supports, and progress monitoring for learner academics, behavior, and social and emotional development.
Pillar V. Family and Community Engagement GOAL: Our Schools are culturally responsive and welcoming places, where, through impactful family and community partnerships, our leaders and educators provide services that aid in the academic, physical, and emotional well-being of learners and families.
Strategy 5.1 Ensure families feel welcomed, are valued, and have increased opportunities to actively participate.
Strategy 5.2 Broaden teacher and administrator knowledge and use of culturally appropriate practices with learners and families.
Strategy 5.3 Enhance supports for students and their families.
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ease
s b
y 20
stu
den
ts
2020
–202
5A
ssis
tant
Dire
ctor
, S
pec
ial E
duc
atio
n
b. C
ond
uct
regu
lar
mee
tings
with
the
Del
awar
e C
ount
y
OM
W P
reK
reg
iona
l man
ager
ab
out
incr
easi
ng le
arne
r en
rollm
ent.
Num
ber
of O
MW
Pre
K le
arne
rs
incr
ease
s b
y 20
stu
den
ts20
20–2
025
Ass
ista
nt D
irect
or,
Sp
ecia
l Ed
ucat
ion
c. E
xten
d a
nd im
ple
men
t co
mm
unic
atio
ns, i
nclu
din
g
on s
ocia
l med
ia, t
o in
crea
se o
pp
ortu
nitie
s fo
r fa
mili
es
to le
arn
abou
t an
d e
nrol
l in
OM
W.
1) D
evel
op e
ye-c
atch
ing
flyer
s, a
dap
ted
for
vario
us
aud
ienc
es, a
nd p
rovi
de
at m
ultip
le s
ites
and
th
roug
h va
rious
peo
ple
(e.g
., M
AC
C, D
CS
ca
sew
orke
rs).
2) C
omp
ose
and
pos
t m
essa
ges
spec
ific
to s
ocia
l m
edia
.
3) Im
ple
men
t O
MW
Pre
K r
egis
trat
ion
fairs
at
all
elem
enta
ry s
choo
ls.
4) E
valu
ate
resu
lts o
f com
mun
icat
ion
pla
n an
d
adju
st y
early
.
• In
crea
sed
num
ber
of
com
mun
icat
ions
and
mod
es
exp
and
ed (e
.g.,
soci
al m
edia
)
• E
valu
atio
n of
com
mun
icat
ion
bas
ed o
n re
sults
of q
uest
ion
on
regi
stra
tion
form
, “H
ow d
id y
ou
hear
ab
out
OM
W?”
2020
–202
5A
ssis
tant
Dire
ctor
, S
pec
ial E
duc
atio
n
18 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
1.3
Imp
rove
th
e q
ualit
y of
our
P
reK
pro
gram
s,
achi
evin
g hi
gher
le
vel r
atin
gs
thro
ugh
Ind
iana
’s
Pat
hs t
o Q
UA
LITY
(P
TQ) w
hich
in
clud
es d
iver
sity
an
d c
ultu
ral
und
erst
and
ing.
a. A
chie
ve P
TQ L
evel
4 fo
r P
reK
pro
gram
s ex
istin
g cu
rren
tly a
t G
risso
m E
lem
enta
ry a
nd S
outh
Vie
w
Ele
men
tary
from
the
ir cu
rren
t ra
ting
of L
evel
3.
a. L
evel
4 r
atin
g a.
202
1A
ssis
tant
Dire
ctor
, S
pec
ial E
duc
atio
n
b. F
or n
ew P
reK
pro
gram
s es
tab
lishe
d a
t E
ast
Was
hing
ton
Aca
dem
y, N
orth
Vie
w E
lem
enta
ry, a
nd
Wes
t V
iew
Ele
men
tary
:
1) C
omp
lete
Leg
ally
Lic
ense
d E
xem
pt
Pro
vid
er (L
LEP
) ce
rtifi
catio
n.
2) O
bta
in P
TQ L
evel
1.
3) F
ast
trac
k th
roug
h Le
vel 2
to
obta
in P
TQ L
evel
3.
b1.
LLE
P c
ertif
icat
ion
b2.
Rat
ing
of L
evel
1
b3.
Rat
ings
of L
evel
2 &
3
b1.
202
0
b2.
202
1
b3.
202
2–20
25
Ass
ista
nt D
irect
or,
Sp
ecia
l Ed
ucat
ion
1.4
Dev
elop
an
d im
ple
men
t w
ith fi
del
ity
a P
re-K
cor
e lit
erac
y (E
nglis
h la
ngua
ge a
rts)
cu
rric
ulum
with
b
est
pra
ctic
es
inst
ruct
ion,
and
va
lid a
nd r
elia
ble
as
sess
men
ts.
a. C
urri
culu
m: E
mp
loy
the
bes
t p
ract
ices
pre
liter
acy/
ear
ly li
tera
cy p
rogr
am, F
ount
as &
Pin
nell
Cla
ssro
om™
(FP
C),
that
cor
resp
ond
s to
the
Ind
iana
Eng
lish
Lang
uage
Art
s Le
arni
ng
F
ound
atio
ns a
nd in
clud
es a
var
iety
of t
exts
with
pos
itive
, div
erse
rep
rese
ntat
ions
, ref
lect
ing
MC
S
le
arne
rs a
nd o
ther
s.
b.
Inst
ruct
ion:
Incr
ease
Pre
K t
each
ers’
kno
wle
dge
and
ski
lls o
f dev
elop
men
tally
-ap
pro
pria
te
i
nstr
uctio
n, e
spec
ially
in p
rere
adin
g, t
hrou
gh
p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s p
rovi
ded
by
Fou
ntas
& P
inne
ll tr
aine
rs.
c. A
sses
smen
ts: E
nsur
e us
e of
dev
elop
men
tally
ap
pro
pria
te a
sses
smen
ts fo
r yo
ung
child
ren
for
Eng
lish
lang
uage
art
s.
a. U
se o
f cur
ricul
um
w
ith fi
del
ity
b. I
mp
rove
d s
core
s on
Sch
ool
R
ead
ines
s A
sses
smen
t
c. Im
pro
ved
sco
res
on S
choo
l
Rea
din
ess
Ass
essm
ent
a. 2
020–
2025
b. 2
020–
2025
c. 2
020–
2025
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
19 MCS Mission: Placing Learners First
Pill
ar II
. Rec
ruit
men
t, D
evel
op
men
t, a
nd R
eten
tio
n o
f E
duc
atio
nal L
ead
ers
GO
AL
2: O
ur L
ead
ers
at t
he d
istr
ict,
sch
oo
l, an
d c
lass
roo
m le
vels
are
of
the
hig
hest
cal
iber
and
co
ntin
uous
ly e
xcel
thr
oug
h p
rofe
ssio
nal l
earn
ing
o
pp
ort
uniti
es, c
oac
hing
, and
men
tori
ng.
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
DE
VE
LOP
ME
NT
of
Teac
hers
and
Lea
der
s
2.1
Dev
elop
te
ache
rs t
hat
know
and
use
b
est
educ
atio
nal
pra
ctic
es.
a. In
crea
se P
reK
–12
teac
her
und
erst
and
ing
and
use
of
b
est-
pra
ctic
e in
inst
ruct
ion,
coo
per
ativ
e le
arni
ng,
a
nd c
ultu
ral c
omp
eten
cy.
1) D
evel
op s
choo
l Ins
truc
tiona
l Lea
der
ship
Tea
ms,
in
clud
ing
prin
cip
als,
ass
ista
nt p
rinci
pal
s, M
aste
r an
d M
ento
r Te
ache
rs, a
nd t
rain
on
the
MC
S T
each
er
Eva
luat
ion
Tool
.
2) D
evel
op M
aste
r an
d M
ento
r Te
ache
rs t
o le
ad
pro
fess
iona
l lea
rnin
g se
ssio
ns a
nd c
ond
uct
teac
hing
dem
onst
ratio
ns a
nd c
oach
ing.
3) P
rovi
de
exte
nded
pro
fess
iona
l lea
rnin
g ex
per
ienc
es
thro
ugh
liter
acy
and
mat
h cu
rric
ula
exp
erts
from
ID
OE
, cur
ricul
a co
mp
anie
s, a
nd o
ther
s.
4) U
tiliz
e B
all S
tate
Pro
fess
iona
l Dev
elop
men
t S
choo
l Li
aiso
ns t
o gu
ide
pro
fess
iona
l lea
rnin
g co
mm
uniti
es
and
con
duc
t tr
aini
ng s
essi
ons.
• Im
pro
ved
rat
ings
on
MC
S
Teac
her
Eva
luat
ion
Tool
• In
crea
sed
stu
den
t sc
ores
on
stat
ewid
e as
sess
men
ts
2020
-202
5C
EO
20 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
2.2
Dev
elop
ad
min
istr
ator
s th
at k
now
and
su
pp
ort
the
use
of in
stru
ctio
nal
bes
t p
ract
ices
by
teac
hers
.
a. In
crea
se a
dm
inis
trat
ors’
cap
acity
to
obse
rve
and
dis
cuss
tea
cher
s’ le
sson
s b
ased
on
bes
t p
ract
ices
in in
stru
ctio
n, c
oop
erat
ive
lear
ning
, and
res
pon
sive
cul
tura
l aw
aren
ess.
1) C
reat
e M
CS
Tea
cher
Eva
luat
ion
Tool
bas
ed o
n b
est
pra
ctic
es in
inst
ruct
ion,
incl
udin
g cu
ltura
l re
spon
sive
ness
, and
cla
ssro
om m
anag
emen
t.
2) T
rain
prin
cip
als
and
ass
ista
nt p
rinci
pal
s in
co
nduc
ting
self-
refle
ctiv
e, t
houg
htfu
l ob
serv
atio
ns
and
dis
cuss
ions
usi
ng t
he M
CS
Tea
cher
Eva
luat
ion
Tool
.
3) D
evel
op c
omm
unic
atio
n p
lan
dis
cuss
ing
the
pur
pos
es a
nd p
roce
sses
of u
sing
the
MC
S T
each
er
Eva
luat
ion
Tool
.
• In
crea
sed
rel
iab
ility
of r
atin
gs
on M
CS
Tea
cher
Eva
luat
ion
Tool
• In
crea
sed
stu
den
t sc
ores
on
sta
tew
ide
asse
ssm
ents
2020
–202
5A
ssis
tant
S
uper
inte
nden
t
2.3
Exp
and
ad
min
istr
ator
an
d t
each
er
awar
enes
s an
d
app
licat
ion
of c
ultu
rally
co
mp
eten
t p
ract
ices
.
a. C
reat
e th
e D
istr
ict
Cul
tura
lly R
elev
ant
Teac
hing
and
Le
arni
ng C
adre
and
pro
vid
e tr
aini
ng in
kno
wle
dge
of
and
ski
lls in
cul
tura
l com
pet
ency
and
dev
elop
a
trai
ning
pro
gram
for
MC
S.
• Im
pro
ved
rat
ings
on
Clim
ate
Sur
vey
• Im
pro
ved
rat
ings
on
MC
S
Teac
her
Eva
luat
ion
Tool
2020
–202
5D
irect
or o
f Div
ersi
ty
b. I
mp
lem
ent
the
cultu
ral c
omp
eten
cy t
rain
ing
pro
gram
w
ith a
ll M
CS
sta
ff to
imp
rove
cla
ssro
om a
nd s
choo
l cl
imat
es fo
r le
arne
rs a
nd fa
mili
es.
2.4
Cre
ate
a cu
lture
of
exce
llenc
e in
te
achi
ng a
nd
lead
ing.
Des
ign
and
imp
lem
ent
a ca
reer
lad
der
for
teac
her
lead
ers
of e
xcel
lenc
e, in
clud
ing
mas
ter
and
men
tor
role
s w
ith
sup
ple
men
tal p
ay.
• In
crea
sed
num
ber
of c
aree
r la
dd
er o
pp
ortu
nitie
s
• In
crea
sed
poo
l of t
each
ers
that
see
k ca
reer
lad
der
ad
vanc
emen
t
2020
–202
5A
ssis
tant
S
uper
inte
nden
t
21 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
RE
CR
UIT
ME
NT
AN
D R
ETA
INM
EN
T o
f Te
ache
rs a
nd L
ead
ers
2.5
Offe
r in
cent
ives
to
new
an
d r
etur
ning
te
ache
rs.
a. C
ontin
ue t
o ex
plo
re a
dd
ition
al in
cent
ives
for
new
te
ache
rs t
o re
loca
te t
o M
unci
e, s
uch
as fi
nanc
ial
assi
stan
ce.
• N
ew a
nd c
ontin
ued
ince
ntiv
es20
21–2
025
Ass
ista
nt
Sup
erin
tend
ent
b. I
ncre
ase
com
mun
icat
ion
abou
t M
CS
Loa
n Fo
rgiv
enes
s P
rogr
am fo
r ne
w t
each
ers
(recr
uitm
ent)
and
con
tinui
ng
teac
hers
(ret
ainm
ent).
• In
clus
ion
of lo
an fo
rgiv
enes
s p
rogr
am in
mar
ketin
g m
ater
ials
2021
–202
5A
ssis
tant
S
uper
inte
nden
t
c. P
rom
ote
and
pro
vid
e B
all S
tate
50%
tui
tion
dis
coun
t (u
p t
o 6
cred
ited
hrs
. per
sem
este
r) a
nd o
ther
d
isco
unte
d s
ervi
ces,
suc
h as
use
of e
xerc
ise
faci
lity
and
att
end
ing
spor
ts e
vent
s.
• In
clus
ion
of B
all S
tate
d
isco
unts
in m
arke
ting
mat
eria
ls
2021
–202
5A
ssis
tant
S
uper
inte
nden
tt
d. P
rom
ote
MC
S’s
pro
visi
on o
f sup
por
ting
teac
hers
th
roug
h pr
ofes
sion
al le
arni
ng a
nd c
aree
r la
dder
op
port
uniti
es.
e. H
ire h
ighl
y-q
ualif
ied
bili
ngua
l (E
nglis
h/S
pan
ish)
ed
ucat
ors
for
dua
l lan
guag
e-im
mer
sion
thr
ough
the
dev
elop
men
t of
a t
alen
t re
crui
tmen
t ca
mp
aign
tha
t
in
clud
es s
tipen
ds
as a
n in
cent
ive.
• In
clus
ion
of le
arni
ng a
nd c
aree
r op
por
tuni
ties
in m
arke
ting
mat
eria
ls
• A
dm
inis
trat
ion
of t
he
A
mer
ican
Cou
ncil
on t
he
T
each
ing
of F
orei
gn
L
angu
age
(AC
TFL)
exa
m
2021
–202
5
2021
–202
5
Ass
ista
nt
Sup
erin
tend
ent
Ass
ista
nt
Sup
erin
tend
ent
2.6.
Est
ablis
h cu
ltura
lly
resp
onsi
ve
pro
cess
es a
nd
com
mun
icat
ions
.
a. R
evie
w a
nd a
men
d re
crui
tmen
t and
rete
ntio
n pr
oces
ses
to re
flect
cul
tura
l res
pons
iven
ess.
• U
pd
ated
com
mun
icat
ions
2020
–202
5A
ssis
tant
S
uper
inte
nden
t
b. R
evie
w a
nd e
dit c
omm
unic
atio
ns, b
oth
writ
ten
liter
atur
e an
d di
gita
l med
ia, t
o re
flect
cul
tura
l res
pons
iven
ess.
• U
pd
ated
com
mun
icat
ions
2020
–202
5A
ssis
tant
S
uper
inte
nden
t
c. E
xam
ine
past
recr
uitin
g ef
fort
s an
d in
crea
se m
arke
ting
effo
rts
to s
ites
refle
ctng
a d
iver
se, h
igh-
qual
ity
wor
kfor
ce.
•. U
pd
ated
rec
ruitm
ent
site
s
t
o in
crea
se d
iver
sity
2020
–202
4A
ssis
tant
S
uper
inte
nden
t
22 MCS Mission: Placing Learners First
Pill
ar II
I. S
tud
ent-
Cen
tere
d T
each
ing
and
Act
ive
Lear
ning
GO
AL
3: O
ur S
cho
ols
pro
vid
e an
exc
eptio
nal a
cad
emic
exp
erie
nce
for
all l
earn
ers,
em
bra
cing
the
who
le c
hild
, with
a c
om
mitm
ent
to m
eetin
g
ind
ivid
ual n
eed
s.
LEA
RN
ER
-CE
NT
ER
ED
, IN
NO
VAT
IVE
CLA
SS
RO
OM
S a
nd S
CH
OO
LS
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.1
Imp
rove
vi
sual
and
lin
guis
tic
rep
rese
ntat
ion
of
div
erse
lear
ners
an
d fa
mili
es in
cl
assr
oom
s an
d
scho
ols.
a. E
nhan
ce s
choo
l-w
ide
visu
al im
ages
and
lang
uage
s to
re
flect
div
ersi
ty, s
uch
as in
sig
nage
, bul
letin
boa
rds,
d
isp
lays
, and
com
mun
icat
ions
.
• In
crea
sed
rep
rese
ntat
ions
of
lear
ner
pop
ulat
ion
• C
limat
e S
urve
y
Aug
ust
2020
–A
ugus
t 20
21P
rinci
pal
s
b. R
evie
w a
nd e
nsur
e in
clus
ion
of d
iver
sity
in c
urric
ula,
m
ater
ials
, and
less
ons
with
pos
itive
, div
erse
re
pre
sent
atio
ns.
• In
crea
sed
rep
rese
ntat
ion
of
lear
ner
pop
ulat
ion
• C
limat
e S
urve
y
Dire
ctor
of D
iver
sity
3.2
Res
truc
ture
cl
assr
oom
le
arni
ng
envi
ronm
ent
thro
ugh
flexi
ble
se
atin
g an
d
arra
ngem
ents
.
a. In
form
tea
cher
s an
d a
dm
inis
trat
ors
of b
enef
its o
f fle
xib
le s
eatin
g, b
oth
in t
erm
s of
arr
ange
men
t (e
.g.,
smal
l gro
upin
gs o
f des
ks, s
emic
ircle
s) a
nd t
ype
(e.g
., st
ools
, cus
hion
s, b
alan
ce b
alls
) to
allo
w le
arne
r ch
oice
, m
ovem
ent,
and
com
fort
, and
to
incr
ease
lear
ner
atte
ntio
n.
• In
crea
sed
use
of a
pp
rop
riate
se
atin
g ar
rang
emen
ts a
nd
flexi
ble
sea
ting
corr
esp
ond
ing
to le
arne
r ta
sks
and
nee
ds
2021
–202
5P
rinci
pal
s
b. D
evel
op s
choo
lwid
e no
rms
conc
erni
ng fl
exib
le
clas
sroo
m s
eatin
g in
rel
atio
n to
sch
ool c
limat
e an
d
cultu
re.
• In
clus
ion
of fl
exib
le s
eatin
g as
p
art
of c
limat
e an
d c
ultu
re
• Im
pro
ved
res
ults
in c
limat
e an
d
cultu
re s
urve
ys
2021
–202
5P
rinci
pal
s
c. P
rovi
de
guid
ance
and
sup
por
t ab
out
flexi
ble
sea
ting
in c
orre
spon
den
ce o
f lea
rner
tas
ks a
nd n
eed
s th
roug
h co
achi
ng fr
om M
aste
r an
d M
ento
r Te
ache
rs a
nd
obse
rvat
ions
from
prin
cip
als.
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol20
21–2
025
Prin
cip
als
23 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.3
Est
ablis
h a
cohe
sive
an
d e
ffect
ive
e-le
arni
ng
pro
gram
.
a. E
xecu
te t
echn
olog
y m
anag
emen
t se
rvic
es, e
qui
pm
ent,
an
d p
roce
sses
to
mee
t th
e ne
eds
of s
taff
and
stu
den
ts.
• In
vent
ory
lists
of c
omp
uter
s an
d s
oftw
are
for
all t
each
ers
and
ad
min
istr
ator
s
• S
ched
ule
and
pro
cess
es fo
r m
aint
aini
ng a
nd r
epai
ring
equi
pm
ent
• D
evic
es fo
r al
l lea
rner
s
• In
tern
et s
ervi
ces
for
all l
earn
ers
at h
ome
2019
–202
0 20
19–2
020
Dire
ctor
of
Tech
nolo
gy
b. E
nhan
ce e
duc
ator
s’ c
apac
ity t
o:
1) U
se t
echn
olog
y ef
ficie
ntly
and
effe
ctiv
ely,
esp
ecia
lly
with
the
lear
ning
man
agem
ent
syst
em (L
MS
).
2) A
pp
reci
ate
the
cogn
itive
, phy
sica
l, an
d s
ocia
l and
em
otio
nal e
ffect
s of
e-l
earn
ing
on s
tud
ents
.
3) D
esig
n an
d t
each
bes
t p
ract
ices
for
e-le
arni
ng
less
ons.
• P
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
2019
–202
0
2020
–202
1
Ass
ocia
te
Sup
erin
tend
ent
c. E
stab
lish
a co
nsis
tent
and
rig
orou
s e-
lear
ning
pro
gram
fo
r gr
ades
K–1
2 to
mee
t sh
ort-
term
and
long
-ter
m
educ
atio
nal n
eed
s in
clud
ing
a vi
rtua
l pro
gram
offe
ring.
• O
bse
rvat
ions
of c
ond
uctin
g e-
lear
ning
• M
CS
Tea
cher
Eva
luat
ion
Tool
3.4
Fos
ter
educ
ator
in
nova
tive
pro
ject
s b
y ed
ucat
ors.
a. E
ncou
rage
ind
ivid
ual o
r gr
oup
ed
ucat
or-c
reat
ed
inno
vativ
e p
roje
cts
with
an
app
licat
ion
pro
cess
, in
clud
ing
crite
ria a
nd s
corin
g ru
bric
.
• P
roje
cts
awar
ded
2024
–202
5A
ssoc
iate
S
uper
inte
nden
t
b. D
evel
op d
istr
ict
sup
por
ts fo
r in
nova
tive
pro
ject
aw
ard
ees
to a
ssis
t in
pro
ject
exe
cutio
n (e
.g.,
pla
nnin
g tim
e, e
qui
pm
ent,
stu
den
t sc
hed
ulin
g).
• P
roje
cts
imp
lem
ente
d
• S
upp
orts
pro
vid
ed
2024
–202
5A
ssoc
iate
S
uper
inte
nden
t
c. A
ssis
t in
sus
tain
ing
and
/or
bro
aden
ing
pro
ject
s as
ap
plic
able
.•
Pro
ject
s su
stai
ned
or
bro
aden
ed20
24–2
025
Ass
ocia
te
Sup
erin
tend
ent
24 MCS Mission: Placing Learners First
LIT
ER
AC
Y, K
–8: C
urri
culu
m, I
nstr
ucti
on,
Ass
essm
ent
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.5
Dev
elop
an
d im
ple
men
t w
ith fi
del
ity a
gr
ades
K–5
co
re
liter
acy
(Eng
lish
lang
uage
art
s)
curr
icul
um w
ith
bes
t p
ract
ices
in
stru
ctio
n an
d
valid
and
rel
iab
le
asse
ssm
ents
.
a. C
urri
culu
m: D
evel
op a
dis
tric
t-w
ide
liter
acy
curr
icul
um
map
, gra
des
K–5
, alig
ned
to
the
Ind
iana
Aca
dem
ic
Sta
ndar
ds,
Eng
lish/
Lang
uage
Art
s: K
–5 a
nd IL
EA
RN
B
luep
rints
.
Gra
des
K–5
Lite
racy
C
urric
ulum
Map
2019
–202
0D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
b. C
urri
culu
m: D
emon
stra
te a
lignm
ent
of a
dop
ted
Fo
unta
s &
Pin
nell
Cla
ssro
om™
(FP
C) r
ead
ing
pro
cess
to
cur
ricul
um li
tera
cy m
ap.
1) T
he im
por
tanc
e an
d p
roce
ss o
f con
duc
ting
curr
icul
um a
lignm
ents
.
2) H
ow t
o us
e cu
rric
ulum
map
s fo
r d
aily
pla
nnin
g.
Gra
des
K–5
Lite
racy
C
urric
ulum
Map
Ap
ril 2
020
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
c. C
urri
culu
m/i
nstr
ucti
on:
Pro
vid
e d
istr
ict-
wid
e p
rofe
ssio
nal d
evel
opm
ent
to a
ll K
–5 s
taff
thro
ugh
FPC
to
incr
ease
aw
aren
ess
and
und
erst
and
ing
of:
Six
tra
inin
gs:
• In
stru
ctio
nal C
onte
xts
• In
tera
ctiv
e R
ead
-Alo
ud•
Sha
red
Rea
din
g•
Rea
din
g M
ini-
Less
on•
Gui
ded
Rea
din
g•
Pho
nics
, Sp
ellin
g, a
nd
Wor
d S
tud
y
Dec
emb
er
2019
–Jul
y 20
20D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
d. I
nstr
ucti
on:
Incr
ease
tea
cher
s’ fi
del
ity o
f im
ple
men
tatio
n th
roug
h sc
hool
-bas
ed M
aste
r an
d
Men
tor
Teac
hers
sel
ecte
d fo
r th
eir
exce
ptio
nal
teac
hing
ski
lls a
s tr
aine
d b
y th
e N
atio
nal I
nstit
ute
for
Exc
elle
nce
in T
each
ing
(NIE
T).
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
se in
stu
den
t sc
ores
on
stat
ewid
e lit
erac
y as
sess
men
ts
2020
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
e. A
sses
smen
ts:
1) U
tiliz
e tw
o fo
rmat
ive
asse
ssm
ents
to
rout
inel
y ev
alua
te s
tud
ent
pro
gres
s b
y co
mp
arin
g cu
rren
t le
vel t
o p
ast
leve
l: Fo
unta
s an
d P
inne
ll B
ench
mar
k S
yste
ms
and
i-R
ead
y.
2) P
rovi
de
trai
ning
in u
sing
the
res
ults
of f
orm
ativ
e as
sess
men
ts t
o m
ake
chan
ges
in in
stru
ctio
nal
pra
ctic
es a
nd/o
r p
rovi
de
sup
por
ts.
• In
crea
sed
use
and
ana
lysi
s of
Fo
unta
s &
Pin
nell
Ben
chm
ark
Sys
tem
s w
ith fi
del
ity
• In
crea
sed
use
and
ana
lysi
s of
i-
Rea
dy
with
fid
elity
.
• Im
pro
ved
stu
den
t sc
ores
on
stat
e as
sess
men
ts: I
RE
AD
3 an
d IL
EA
RN
(sum
mat
ive
asse
ssm
ents
).
2020
–202
1
2020
–202
5
2021
–202
5
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
25 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.6
Dev
elop
an
d im
ple
men
t w
ith fi
del
ity a
gr
ades
6–8
co
re
liter
acy
(Eng
lish
lang
uage
art
s)
curr
icul
um w
ith
bes
t p
ract
ices
in
stru
ctio
n an
d
valid
and
rel
iab
le
asse
ssm
ents
.
a. C
urri
culu
m: D
evel
op a
dis
tric
t-w
ide
liter
acy
curr
icul
um
map
, gra
des
6–8
, alig
ned
to
the
Ind
iana
Aca
dem
ic
Sta
ndar
ds,
Eng
lish/
Lang
uage
Art
s: K
–5 a
nd IL
EA
RN
B
luep
rints
.
6–8
Lite
racy
Cur
ricul
um M
ap20
21D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
b. I
nstr
ucti
on:
Incr
ease
tea
cher
s’ k
now
led
ge a
nd s
kills
of
the
tea
chin
g an
d le
arni
ng o
f lite
racy
thr
ough
: (a)
p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s an
d (b
) sch
ool-
bas
ed M
aste
r an
d M
ento
r Te
ache
rs a
s se
lect
ed fo
r ex
cep
tiona
l tea
chin
g sk
ills
and
tra
ined
by
NIE
T.
• C
omp
letio
n of
tra
inin
gs
give
n b
y ad
oles
cent
lite
racy
sp
ecia
list
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
se in
stu
den
t sc
ores
on
stat
ewid
e lit
erac
y as
sess
men
ts
2020
–202
5D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
c. A
sses
smen
ts:
1) U
tiliz
e tw
o, fo
rmat
ive
asse
ssm
ent(s
) to
rout
inel
y
e
valu
ate
stud
ent
pro
gres
s b
y co
mp
arin
g cu
rren
t
le
vel t
o p
ast
leve
l: S
tud
ySyn
c an
d i-
Rea
dy.
2) U
tiliz
e S
tud
ySyn
c en
d-o
f-un
it su
mm
ativ
e
a
sses
smen
ts t
o d
eter
min
e p
rogr
ess,
follo
wed
by
ret
each
ing
and
rem
edia
tion
as n
eed
ed.
3) P
rovi
de
trai
ning
and
ove
rsig
ht in
the
use
of
fo
rmat
ive
liter
acy
asse
ssm
ents
.
• In
crea
sed
use
and
ana
lysi
s of
S
tud
ySyn
c of
ass
essm
ents
w
ith fi
del
ity
• Im
pro
ve s
tud
ent
scor
es o
n st
ate
sum
mat
ive
asse
ssm
ent,
IL
EA
RN
2020
–202
5D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
26 MCS Mission: Placing Learners First
MA
TH
EM
AT
ICS
, K–1
2: C
urri
culu
m, I
nstr
ucti
on,
Ass
essm
ent
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.7
Dev
elop
an
d im
ple
men
t w
ith fi
del
ity
a K
–5 c
ore
m
athe
mat
ics
curr
icul
um w
ith
bes
t p
ract
ices
in
stru
ctio
n an
d
valid
and
rel
iab
le
asse
ssm
ents
.
a. C
urri
culu
m: D
evel
op a
dis
tric
t-w
ide
mat
hem
atic
s cu
rric
ulum
map
for
Gra
des
K–5
, alig
ned
with
the
In
dia
na A
cad
emic
Sta
ndar
ds,
Mat
hem
atic
s, K
–5
and
ind
icat
ing
ILE
AR
N b
luep
rints
.
Gra
des
K–5
Mat
h C
urric
ulum
M
ap20
21D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
b. C
urri
culu
m: A
lign
the
mat
hem
atic
s cu
rric
ulum
map
fo
r G
rad
es K
–5 w
ith t
he d
istr
ict
adop
ted
Go
Mat
h p
rogr
am.
Gra
des
K–5
Mat
h C
urric
ulum
M
ap20
21D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
c. In
stru
ctio
n: In
crea
se t
each
er a
nd a
dm
inis
trat
or
know
led
ge o
f and
ski
lls in
tea
chin
g an
d le
arni
ng
mat
hem
atic
s th
roug
h:
1) P
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s b
ased
on
the
eigh
t te
ache
r p
ract
ices
from
the
Nat
iona
l Cou
ncil
of
Teac
hers
of M
athe
mat
ics
(NC
TM),
pro
vid
ed b
y an
ID
OE
sp
ecia
list
and
Bal
l Sta
te p
rofe
ssor
s.
2) S
choo
l-b
ased
Mas
ter
and
Men
tor
Teac
hers
.
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
sed
stu
den
t sc
ores
on
stat
ewid
e m
ath
asse
ssm
ents
2021
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
d. A
sses
smen
ts: U
tiliz
e G
o M
ath!
form
ativ
e
a
sses
smen
t to
rou
tinel
y ev
alua
te s
tud
ent
pro
gres
s
b
y co
mp
arin
g cu
rren
t le
vel t
o p
ast
leve
l.
• In
crea
sed
use
and
ana
lysi
s
of
Go
Mat
h an
d i-
Rea
dy
form
ativ
e as
sess
men
ts
w
ith fi
del
ity
• Im
pro
ve s
tud
ent
scor
es o
n st
ate
sum
mat
ive
asse
ssm
ent,
IL
EA
RN
2020
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
27 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.8
Dev
elop
and
im
ple
men
t w
ith
fidel
ity a
6–8
co
re
mat
hem
atic
s cu
rric
ulum
with
b
est
pra
ctic
es
inst
ruct
ion
and
va
lid a
nd r
elia
ble
as
sess
men
ts.
a. C
urri
culu
m: D
evel
op a
dis
tric
t-w
ide
mat
h cu
rric
ulum
m
ap, G
rad
es 6
–8, a
ligne
d w
ith In
dia
na A
cad
emic
S
tand
ard
s, M
athe
mat
ics:
6–8
and
ILE
AR
N B
luep
rints
.
Gra
des
6–8
Mat
h
Cur
ricul
um M
ap20
19–2
020
Dire
ctor
of
Sec
ond
ary
and
C
aree
r E
duc
atio
n
b. C
urri
culu
m: D
emon
stra
te a
lignm
ent
of c
urric
ulum
m
ater
ials
and
res
ourc
es t
o G
rad
es 6
–8 c
urric
ulum
m
athe
mat
ics
map
.
Gra
des
6–8
Mat
h
Cur
ricul
um M
ap20
19–2
020
Dire
ctor
of
Sec
ond
ary
and
C
aree
r E
duc
atio
n
c. In
stru
ctio
n: In
crea
se t
each
ers’
and
ad
min
istr
ator
s’
know
led
ge a
nd s
kills
of t
he t
each
ing
and
lear
ning
of
mat
hem
atic
s th
roug
h:
1) P
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s fo
cusi
ng o
n N
CTM
’s e
ight
tea
chin
g p
ract
ices
pro
vid
ed b
y an
ID
OE
sp
ecia
list
and
Bal
l Sta
te p
rofe
ssor
s.
2) S
choo
l-b
ased
Mas
ter
and
Men
tor
Teac
hers
.
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
se in
stu
den
t sc
ores
on
stat
ewid
e m
ath
asse
ssm
ents
2021
–202
5D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
d. A
sses
smen
ts:
1) U
tiliz
e tw
o fo
rmat
ive
asse
ssm
ents
to
rout
inel
y ev
alua
te s
tud
ent
pro
gres
s b
y co
mp
arin
g cu
rren
t le
arni
ng t
o p
ast
lear
ning
: i-R
ead
y M
athe
mat
ics
and
G
o M
ath!
2) U
tiliz
e su
mm
ativ
e te
sts
to d
eter
min
e le
arni
ng a
s
c
omp
ared
to
Go
Mat
h! c
urric
ulum
sta
ndar
ds:
end
-
o
f-ye
ar t
ests
.
3) P
rovi
de
trai
ning
and
ove
rsig
ht in
the
use
of
form
ativ
e m
athe
mat
ics
asse
ssm
ents
.
• In
crea
sed
use
and
ana
lysi
s of
Go
Mat
h! fo
rmat
ive
asse
ssm
ents
with
fid
elity
• In
crea
sed
use
and
ana
lysi
s of
i-
Rea
dy
with
fid
elity
•Im
pro
ve s
tud
ent
scor
es o
n
sta
te s
umm
ativ
e as
sess
men
t,
ILE
AR
N
2021
–202
5D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
3.9
Dev
elop
and
Im
ple
men
t w
ith
fidel
ity a
9–1
2 m
athe
mat
ics
curr
icul
um w
ith
bes
t p
ract
ices
in
stru
ctio
n an
d
valid
and
rel
iab
le
asse
ssm
ents
.
a. C
urri
culu
m: D
evel
op a
dis
tric
t-w
ide
mat
h cu
rric
ulum
m
ap, G
rad
es 9
–12,
alig
ned
with
the
Ind
iana
Aca
dem
ic
Sta
ndar
ds,
Mat
hem
atic
s: 9
–12
and
ILE
AR
N B
luep
rints
.
Gra
des
9–1
2 M
ath
Cur
ricul
um
Map
s20
20–2
021
Dire
ctor
of
Sec
ond
ary
and
C
aree
r E
duc
atio
n
b. C
urri
culu
m: D
emon
stra
te a
lignm
ent
of c
urric
ulum
m
ater
ials
and
res
ourc
es t
o G
rad
es 9
–12
curr
icul
um
mat
hem
atic
s m
ap.
Gra
des
9–1
2 M
ath
Cur
ricul
um
Map
s20
20–2
021
Dire
ctor
of
Sec
ond
ary
and
C
aree
r E
duc
atio
n
c. In
stru
ctio
n: In
crea
se t
each
ers’
and
ad
min
istr
ator
s’
know
led
ge a
nd s
kills
of t
he t
each
ing
and
lear
ning
of
mat
hem
atic
s th
roug
h fo
cusi
ng o
n N
CTM
’s e
ight
te
achi
ng p
ract
ices
as
pro
vid
ed b
y an
IDO
E s
pec
ialis
t an
d B
all S
tate
pro
fess
ors,
sch
ool-
bas
ed M
aste
r an
d
Men
tor
Teac
hers
, and
dep
artm
ent
chai
rs.
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
sed
sco
res
on s
tate
wid
e m
ath
asse
ssm
ents
2021
–202
5D
irect
or o
f S
econ
dar
y an
d
Car
eer
Ed
ucat
ion
28 MCS Mission: Placing Learners First
ST
EA
M K
–12
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.10
Ens
ure
high
-q
ualit
y sc
ienc
e,
tech
nolo
gy,
engi
neer
ing,
fin
e ar
ts, a
nd
mat
h (S
TEA
M)
educ
atio
n.
a. R
evie
w a
nd s
elec
t st
and
ard
s-b
ased
, han
ds-
on
curr
icul
um a
nd m
ater
ials
for:
1) S
cien
ce, t
echn
olog
y, e
ngin
eerin
g, a
nd m
ath
(STE
M).
2) F
ine
arts
(STE
AM
).
3) P
rovi
de
trai
ning
and
ove
rsig
ht in
the
use
of
c
urric
ulum
with
fid
elity
.
• S
elec
tion
of P
roje
ct L
ead
th
e W
ay (P
LTW
) and
sci
ence
te
xtb
ook
adop
tion
in
Gra
des
6–8
.
• S
elec
ted
mus
ic a
nd a
rt
curr
icul
a an
d m
ater
ials
2020
2020
–202
1
Ass
ocia
te
Sup
erin
tend
ent
b. F
or S
TEM
, inc
reas
e te
ache
r ex
per
tise
by
pro
vid
ing:
1) F
or t
he m
idd
le s
choo
ls, t
rain
ing
for
at le
ast
two
P
LTW
tea
cher
s in
PLT
W’s
Inno
vato
rs a
nd M
aker
s,
Ap
p C
reat
ors,
and
Med
ical
Det
ectiv
es.
2) F
or t
he h
igh
scho
ol, t
rain
ing
for
at le
ast
two
P
LTW
tea
cher
s in
PLT
W’s
Eng
inee
ring
and
C
omp
uter
Sci
ence
.
3) F
or a
ll P
LTW
tea
cher
s, p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s co
nduc
ted
by
a P
LTW
con
sulta
nt.
• In
crea
sed
num
ber
of t
each
ers
trai
ned
in P
LTW
cou
rses
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
• In
crea
sed
num
ber
of s
tud
ents
co
mp
letin
g P
LTW
cou
rses
2021
–202
3A
ssoc
iate
S
uper
inte
nden
t
c. F
or a
rt a
nd m
usic
, inc
reas
e le
vel o
f tea
cher
exp
ertis
e:
1) H
ire li
cens
ed t
each
ers
for
all e
lem
enta
ry s
choo
ls,
with
pre
fere
nce
to m
usic
tea
cher
s w
ith in
stru
men
tal
exp
erie
nce.
2) P
rovi
de
colla
bor
atio
n tim
e fo
r te
ache
rs t
o m
eet
acro
ss s
choo
ls t
o p
lan
and
lear
n.
3) U
tiliz
e M
ento
r Te
ache
rs in
ele
men
tary
sch
ools
to
pro
vid
e p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s,
men
torin
g, a
nd c
oach
ing.
• E
mp
loy
licen
sed
art
and
mus
ic
teac
hers
in a
ll el
emen
tary
sc
hool
s
• D
esig
nate
d t
imes
for
teac
her
colla
bor
atio
n
• Im
pro
ved
tea
cher
rat
ings
on
MC
S T
each
er E
valu
atio
n To
ol
2020
–202
3A
ssoc
iate
S
uper
inte
nden
t
29 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.11
Ext
end
st
uden
ts’
STE
AM
lear
ning
op
por
tuni
ties.
a. F
or S
TEM
, im
ple
men
t ad
diti
onal
, sp
ecifi
c ca
reer
p
ath
cour
ses:
1) F
or t
he m
idd
le s
choo
ls, P
LTW
’s In
nova
tors
and
M
aker
s, A
pp
Cre
ator
s, a
nd M
edic
al D
etec
tives
.
2) F
or t
he h
igh
scho
ol, E
ngin
eerin
g an
d
Com
put
er S
cien
ce.
• In
crea
sed
num
ber
of P
LTW
co
urse
s av
aila
ble
• In
crea
sed
num
ber
of s
tud
ents
en
rolle
d in
PLT
W c
ours
es
2021
–202
3A
ssoc
iate
S
uper
inte
nden
t
b. F
or m
usic
and
art
for
Gra
des
K-5
:
1) M
odifi
catio
n of
sch
ool s
ched
ules
to
allo
w t
ime
for
enric
hmen
t ar
t an
d m
usic
.
2) Id
entif
icat
ion
of s
tud
ents
to
par
ticip
ate
in a
dd
ition
al
art
and
mus
ic o
pp
ortu
nitie
s.
3) O
rgan
izin
g of
ext
erna
l per
form
ance
act
iviti
es
to in
crea
se c
omm
unity
aw
aren
ess
and
stu
den
t in
volv
emen
t.
4) In
trod
uctio
n of
Gra
de
5 in
stru
men
tal b
and
in a
ll
e
lem
enta
ry s
choo
ls.
5) E
xten
sion
of p
artn
ersh
ip w
ith B
all S
tate
’s S
choo
l of
Mus
ic fo
r un
iver
sity
stu
den
ts t
o ob
serv
e an
d t
each
in
ele
men
tary
sch
ools
thr
ough
met
hod
s co
urse
s an
d p
ract
icum
s.
1) D
esig
nate
d t
ime
for
exte
nded
ar
t an
d m
usic
op
por
tuni
ties
2) S
tud
ents
sel
ecte
d t
o p
artic
ipat
e
3) In
crea
sed
par
ticip
atio
n ra
tes
4) In
crea
sed
par
ticip
atio
n ra
tes
5) In
crea
sed
num
ber
of
Bal
l Sta
te m
usic
stu
den
ts’
obse
rvat
ions
and
pra
ctic
ums
1) 2
020–
2023
2) 2
020–
2023
3) 2
020–
2023
4) 2
020–
2023
5) 2
021–
2025
1) E
lem
enta
ry
Sch
ool P
rinci
pal
s
2) E
lem
enta
ry
Mus
ic a
nd A
rt
Teac
hers
3) A
ssoc
iate
S
uper
inte
nden
t
4) A
ssoc
iate
S
uper
inte
nden
t
5) A
ssoc
iate
S
uper
inte
nden
t
DU
AL
LAN
GU
AG
E IM
ME
RS
ION
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.12
Ext
end
op
por
tuni
ties
for
lear
ners
to
obta
in
dua
l lan
guag
e p
rofic
ienc
y in
S
pan
ish/
Eng
lish.
a. D
eter
min
e an
d p
rovi
de
curr
icul
a, s
pac
e, m
ater
ials
, and
st
affin
g to
ext
end
cur
rent
gra
des
K–2
dua
l lan
guag
e cl
assr
oom
s at
Wes
t Vie
w E
lem
enta
ry S
choo
l by
one
add
ition
al g
rad
e le
vel e
ach
acad
emic
yea
r.
New
cla
ssro
om fo
rmed
2020
–Gra
de
3
2021
–Gra
de
4
2022
–Gra
de
5
Dire
ctor
of
Ele
men
tary
E
duc
atio
n
b. D
eter
min
e an
d p
rovi
de
curr
icul
a, s
pac
e, m
ater
ials
, an
d s
taffi
ng t
o ex
tend
dua
l lan
guag
e cl
assr
oom
s in
a
sele
cted
mid
dle
sch
ool b
y on
e ad
diti
onal
gra
de
leve
l ea
ch a
cad
emic
yea
r.
New
cla
ssro
om fo
rmed
2023
–Gra
de
6
2024
–Gra
de
7
Dire
ctor
of
Sec
ond
ary
& C
aree
r E
duc
atio
n
30 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.13
Ens
ure
dua
l la
ngua
ge le
arne
rs
mee
t ac
adem
ic,
lang
uage
, and
so
cioc
ultu
ral
exp
ecta
tions
.
a. S
elec
t, a
dop
t, a
nd im
ple
men
t le
arne
r-ce
nter
ed
d
ual l
angu
age
curr
icul
a fo
r co
re s
ubje
cts.
Cur
ricul
a fo
r E
nglis
h la
ngua
ge
arts
, Sp
anis
h la
ngua
ge a
rts,
and
S
pan
ish
mat
hem
atic
s
2021
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
b. I
mp
lem
ent
bes
t p
ract
ices
for
lang
uage
-lea
rnin
g th
roug
h p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s fo
r te
ache
rs, l
ead
ing
to s
tud
ents
dem
onst
ratin
g hi
gh le
vels
of l
angu
age
pro
ficie
ncy
in a
ll d
omai
ns o
f Sp
anis
h an
d E
nglis
h.
Incr
ease
d/c
onsi
sten
t nu
mb
er
of le
arne
rs w
ith h
igh
leve
ls o
f la
ngua
ge p
rofic
ienc
y, S
pan
ish/
Eng
lish
2020
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
c. Im
ple
men
t b
est
inst
ruct
iona
l pra
ctic
es fo
r co
nten
t ar
eas
thro
ugh
pro
fess
iona
l lea
rnin
g op
por
tuni
ties
for
teac
hers
, le
adin
g to
stu
den
ts d
emon
stra
ting
acad
emic
ach
ieve
men
t at
or
abov
e gr
ade
leve
ls in
all
core
sub
ject
s.
Incr
ease
d/c
onsi
sten
t nu
mb
er o
f le
arne
rs p
erfo
rmin
g at
or
abov
e gr
ade
leve
ls in
all
core
sub
ject
s.
2020
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
d. E
stab
lish
an e
ngag
ing
lear
ning
com
mun
ity t
hat
val
ues
mul
ticul
tura
l eng
agem
ent,
lead
ing
to s
tud
ents
’
dee
p c
ultu
ral u
nder
stan
din
g an
d a
pp
reci
atio
n.
Stu
den
t su
rvey
2020
–202
5D
irect
or o
f E
lem
enta
ry
Ed
ucat
ion
PH
YS
ICA
L A
ND
NU
TR
ITIO
NA
L H
EA
LTH
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.14
Im
pro
ve
lear
ners
’ p
hysi
cal h
ealth
th
roug
h p
hysi
cal
educ
atio
n cl
asse
s an
d e
xten
ded
op
por
tuni
ties
for
Gra
des
K–5
.
a. U
tiliz
e th
e d
istr
ict-
wid
e p
hysi
cal e
duc
atio
n M
ento
r Te
ache
r to
pro
vid
e p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s, m
ento
ring,
an
d c
oach
ing
to p
hysi
cal e
duc
atio
n te
ache
rs.
Imp
rove
d t
each
er r
atin
gs o
n M
CS
Tea
cher
Eva
luat
ion
Tool
2020
–202
5
2020
–202
5
P.E
Men
tor
Teac
her
b. D
evel
op t
he In
-Sch
ool P
hysi
cal A
ctiv
ity P
rogr
am
to im
pro
ve le
arne
rs’ p
hysi
cal h
ealth
in p
artn
ersh
ip
with
Bal
l Sta
te U
nive
rsity
and
IU H
ealth
B
all M
emor
ial H
osp
ital.
In-S
choo
l Phy
sica
l Hea
lth
Act
ivity
Pro
gram
2020
–202
1 P
ilot
Sou
th V
iew
Ele
m.
2021
–202
3—ot
her
scho
ols
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
A
ndre
a M
cMur
try
c. C
reat
e ag
e-ap
pro
pria
te p
hysi
cal h
ealth
act
iviti
es, a
s d
esig
ned
by
Bal
l Sta
te s
tud
ents
, and
com
pile
into
w
ritte
n fo
rm.
Com
pile
d a
ctiv
ities
2020
–202
1 P
ilot
Sou
th V
iew
Ele
m.
2021
–202
3—ot
her
scho
ols
Bal
l Sta
te fa
culty
: To
ny M
ahon
A
ndre
a M
cMur
try
d. I
mp
lem
ent
phy
sica
l hea
lth a
ctiv
ities
(e.g
., ac
tive
lear
ning
, “B
rain
Bre
aks,
” ex
pan
ded
rec
ess,
hal
lway
act
iviti
es)
thro
ugho
ut t
he s
choo
l day
, as
led
by
Bal
l Sta
te
stud
ents
, ini
tially
.
Incr
ease
d t
each
er k
now
led
ge o
f an
d u
se o
f phy
sica
l hea
lth a
ctiv
ities
th
roug
hout
the
sch
ool d
ay
2020
–202
1 P
ilot
Sou
th V
iew
Ele
m.
2021
–202
3—ot
her
scho
ols
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
A
ndre
a M
cMur
try
31 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.15
Im
pro
ve
lear
ners
’ nu
triti
onal
hea
lth
thro
ugh
exte
nded
op
por
tuni
ties
for
fam
ilies
of
stud
ents
fo
r G
rad
es K
–5.
a. D
evel
op th
e In
-Sch
ool N
utrit
iona
l Pro
gram
to
imp
rove
le
arne
rs’ h
ealth
in p
artn
ersh
ip w
ith B
all S
tate
. In
-Sch
ool N
utrit
iona
l Pro
gram
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: Ja
y K
and
iah
And
rea
McM
urtr
y
b. D
evel
op a
ge-a
pp
rop
riate
, nut
ritio
nal h
ealth
ed
ucat
iona
l le
sson
s in
tegr
ated
into
the
cur
ricul
a in
par
tner
ship
with
B
all S
tate
.
Com
pile
d a
ctiv
ities
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: Ja
y K
and
iah
And
rea
McM
urtr
y
c. Im
ple
men
t nu
triti
onal
hea
lth a
ctiv
ities
, suc
h as
coo
king
d
emon
stra
tions
by
Cha
rtw
ells
Din
ing
Ser
vice
s, in
p
artn
ersh
ip w
ith B
all S
tate
.
Incr
ease
d n
umb
er o
f nut
ritio
nal
heal
th a
ctiv
ities
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
A
ndre
a M
cMur
try
3.16
Im
pro
ve
the
heal
th o
f co
mm
unity
m
emb
ers
thro
ugh
phy
sica
l and
nu
triti
onal
hea
lth
opp
ortu
nitie
s fo
r fa
mili
es o
f st
uden
ts in
G
rad
es K
-5.
a. D
esig
n an
d im
ple
men
t an
Aft
er S
choo
l/Eve
ning
C
omm
unity
Phy
sica
l Hea
lth P
rogr
am in
col
lab
orat
ion
with
bui
ldin
g p
rinci
pal
s, c
omm
unity
sta
keho
lder
s, a
nd
neig
hbor
hood
ass
ocia
tions
in p
artn
ersh
ip w
ith
Bal
l Sta
te.
Aft
er S
choo
l/Eve
ning
Com
mun
ity
Phy
sica
l Hea
lth P
rogr
am20
20–2
021
Pilo
t S
outh
Vie
w
Ele
m.
2021
–202
3—ot
her
scho
ols
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
A
ndre
a M
cMur
try
b. D
esig
n an
d im
ple
men
t an
Aft
er S
choo
l/Eve
ning
C
omm
unity
Nut
ritio
nal H
ealth
Pro
gram
in c
olla
bor
atio
n w
ith b
uild
ing
prin
cip
als,
com
mun
ity s
take
hold
ers,
and
ne
ighb
orho
od a
ssoc
iatio
ns in
par
tner
ship
with
B
all S
tate
.
Aft
er S
choo
l/Eve
ning
Com
mun
ity
Nut
ritio
nal H
ealth
Pro
gram
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: Ja
y M
ahon
A
ndre
a M
cMur
try
c. D
eter
min
e th
e sp
ecifi
c an
d u
niq
ue n
eed
s of
the
co
mm
unity
in t
he t
arge
t lo
cale
thr
ough
col
lab
orat
ion
with
bui
ldin
g p
rinci
pal
s, c
omm
unity
sta
keho
lder
s, a
nd
neig
hbor
hood
ass
ocia
tions
, in
par
tner
ship
with
B
all S
tate
.
Nee
ds
det
erm
ined
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
Le
nny
Kam
insk
y
d. B
ased
on
the
det
erm
ined
nee
ds,
dev
elop
and
laun
ch
afte
r-sc
hool
and
eve
ning
pro
gram
min
g th
roug
h a
Hea
lthy
Life
styl
e C
ente
r th
at fo
cuse
s on
hea
lthy
lifes
tyle
cho
ices
and
ad
optio
n of
hea
lthy
beh
avio
rs
(e.g
., m
enta
l wel
lnes
s, n
utrit
ion
and
exe
rcis
e/ac
tivity
co
unse
ling,
soc
ial s
ervi
ce g
uid
ance
).
• H
ealth
y Li
fest
yle
Cen
ter
• In
crea
sed
num
ber
of
pro
gram
s
• In
crea
sed
par
ticip
atio
n ra
tes
2020
–202
1 P
ilot
Sou
th V
iew
E
lem
.20
21–2
023—
othe
r sc
hool
s
Prin
cip
als
Bal
l Sta
te fa
culty
: To
ny M
ahon
Le
nny
Kam
insk
y
32 MCS Mission: Placing Learners First
PR
EPA
RIN
G F
OR
CO
LLE
GE
AN
D C
AR
EE
RS
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.17
Est
ablis
h ca
reer
exp
lora
tion
opp
ortu
nitie
s fo
r G
rad
es K
–12.
a. F
or G
rad
es K
–5, c
reat
e ag
e-ap
pro
pria
te c
aree
r le
sson
s to
be
taug
ht d
urin
g re
gula
rly s
ched
uled
lib
rary
cla
sses
.In
crea
sed
stu
den
t aw
aren
ess
of
pot
entia
l fut
ure
care
ers
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
b. P
rovi
de
trai
ning
for
libra
ry a
ides
to
cond
uct
the
care
er
less
ons
and
dev
elop
a p
roce
ss fo
r en
surin
g q
ualit
y in
stru
ctio
n.
Incr
ease
d b
est
pra
ctic
es
inst
ruct
ion
as m
easu
red
by
prin
cip
al o
bse
rvat
ions
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
c. F
or G
rad
e 6,
cre
ate
grad
e-ap
pro
pria
te c
aree
r le
sson
s fo
r so
cial
stu
die
s te
ache
rs t
o in
corp
orat
e in
to t
heir
less
ons
with
tw
o ev
ery
nine
wee
ks.
Incr
ease
d s
tud
ent
awar
enes
s
of p
oten
tial c
aree
rs20
20–2
023
Dire
ctor
of
Sec
ond
ary
& C
aree
rE
duc
atio
n
d. F
or G
rad
es 9
–12,
inst
itute
dis
cuss
ions
of G
rad
uatio
n P
athw
ay d
iplo
ma
pla
ns b
y E
nglis
h te
ache
rs.
• In
crea
sed
par
ticip
atio
n in
G
rad
uatio
n P
athw
ays
dip
lom
a re
view
s
• In
crea
sed
com
ple
tion
rate
s
of d
iplo
ma
pla
ns
2020
–202
5D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
e. F
or G
rad
es 9
–10,
com
ple
te C
aree
r In
tere
st In
vent
ory,
(e
.g.,
Ind
iana
Car
eer
Exp
lore
r w
ebsi
te),
atte
nd
pre
sent
atio
ns fr
om lo
cal c
omp
anie
s, a
nd c
omp
lete
a
care
er p
rofil
e.
• In
crea
sed
com
ple
tion
rate
s
of c
aree
r in
tere
st in
vent
orie
s
• In
crea
sed
pre
sent
atio
n at
tend
ance
• In
crea
sed
com
ple
tion
rate
s
of c
aree
r p
rofil
es
2020
–202
5D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
33 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.18
Ext
end
cu
rren
t an
d c
reat
e ne
w c
ours
es t
o b
uild
Gra
des
7–
12 le
arne
rs’
awar
enes
s of
and
in
tere
st in
hig
h-d
eman
d jo
bs.
a. F
or G
rad
e 7,
pro
vid
e a
new
cou
rse—
Bus
ines
s an
d
Info
rmat
ion
Tech
nolo
gy—
to d
evel
op le
arne
r sk
ills
in
care
er p
lann
ing,
bas
ic b
usin
ess,
per
sona
l fin
anci
al
resp
onsi
bili
ty, a
nd u
sing
tec
hnol
ogy
as a
too
l.
• In
crea
sed
enr
ollm
ent
• In
crea
sed
pas
sing
rat
es
2020
–202
5D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
b. F
or G
rad
e 8,
pro
vid
e a
new
cou
rse—
Pre
par
ing
for
Col
lege
and
Car
eers
—fo
cusi
ng o
n ca
reer
op
tions
and
co
llege
pla
nnin
g in
pre
par
ing
for
high
sch
ool.
• In
crea
sed
enr
ollm
ent
• In
crea
sed
pas
sing
rat
es
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
c. F
or G
rad
es 1
1–12
, est
ablis
h a
new
Car
eer
and
Te
chni
cal E
duc
atio
n (C
TE) p
athw
ay, E
ngin
eerin
g Te
chno
logy
Pro
gram
for
colle
ge c
red
it an
d p
rovi
ded
th
roug
h a
join
t p
artn
ersh
ip w
ith P
urd
ue P
olyt
echn
ic,
Ivy
Tech
, Mag
na In
tern
atio
nal (
Pow
erTr
ain)
, and
Mur
six
Cor
por
atio
n.
• In
crea
sed
enr
ollm
ent
• In
crea
sed
com
ple
tion
rate
s
• In
crea
sed
initi
al e
mp
loym
ent
in
thes
e ar
eas
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
d. F
or G
rad
es 1
1–12
, est
ablis
h ne
w C
TE c
ours
es,
Ind
ustr
ial A
utom
atio
n an
d R
obot
ics
I.•
Incr
ease
d e
nrol
lmen
t
• In
crea
sed
com
ple
tion
rate
s
• In
crea
sed
initi
al e
mp
loym
ent
in
thes
e ar
eas
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
e. F
or G
rad
es 1
1–12
:
1) E
stab
lish
new
CTE
cou
rses
rep
rese
ntin
g jo
bs
in
high
dem
and
: Ban
king
and
Fin
ance
, Bus
ines
s M
anag
emen
t, B
usin
ess
and
Offi
ce A
dm
inis
trat
ion,
an
d h
ealth
car
e p
rep
arat
ion
cour
ses
in A
nato
my/
Phy
siol
ogy
and
Med
ical
Ter
min
olog
y.
2) E
xpan
d t
hese
cou
rses
to
seco
nd le
vels
: Hum
an a
nd
Soc
ial S
ervi
ces
I, II;
Ed
ucat
ion
Pro
fess
ions
I, II
; and
N
utrit
ion
Sci
ence
Car
eers
I, II
.
• In
crea
sed
enr
ollm
ent
• In
crea
sed
com
ple
tion
rate
s
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
3.19
Inc
reas
e jo
b p
lace
men
t,
emp
loya
bili
ty
skill
s, a
nd
exp
erie
nces
fo
r G
rad
e 12
le
arne
rs.
a. D
evel
op le
arne
r’s s
kill
to p
rep
are
for
and
par
ticip
ate
in
app
lyin
g an
d in
terv
iew
ing
for
job
s, t
hrou
gh a
ctiv
ities
su
ch a
s co
nduc
ting
onlin
e jo
b s
earc
hes,
dev
elop
ing
resu
mes
, and
pre
par
ing
for
and
com
ple
ting
job
in
terv
iew
s w
ith lo
cal e
mp
loye
rs.
• In
crea
sed
com
ple
tion
rate
s of
re
sum
es a
nd c
over
lett
ers
• In
crea
sed
rea
din
ess
for
job
in
terv
iew
s
• In
crea
sed
par
ticip
atio
n at
Jo
b P
revi
ew D
ay
2020
–202
5D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
b. E
xten
d C
TE le
arne
rs’ o
n-th
e-jo
b e
xper
ienc
es t
hrou
gh
emb
edd
ed in
tern
ship
s d
urin
g ca
pst
one,
sec
ond
yea
r of
CTE
pat
hway
pro
gram
s.
• In
crea
sed
rat
es o
f int
erns
hip
co
mp
letio
n20
21–2
025
Dire
ctor
of
Sec
ond
ary
& C
aree
rE
duc
atio
n
34 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.20
Str
engt
hen
opp
ortu
nitie
s fo
r hi
gh s
choo
l le
arne
rs t
o ea
rn
colle
ge c
red
its.
a. Im
ple
men
t a
pla
n to
incr
ease
enr
ollm
ent
in a
nd
com
ple
tion
in A
dva
nced
Pla
cem
ent
(AP
) cou
rses
.•
Incr
ease
d p
artic
ipat
ion
rate
s of
d
iver
se le
arne
rs
• In
crea
sed
pas
sing
rat
es o
f A
P e
xam
s
2020
–202
3H
igh
Sch
ool
Prin
cip
al
b. I
mp
lem
ent
a p
lan
to in
crea
se e
nrol
lmen
t in
and
co
mp
letio
n in
Ear
ly C
olle
ge H
igh
Sch
ool.
• In
crea
sed
par
ticip
atio
n
• In
crea
sed
com
ple
tion
of
asso
ciat
e’s
deg
rees
2021
–202
3H
igh
Sch
ool
Prin
cip
al
3.21
Exp
and
an
d s
tren
gthe
n co
llege
and
ca
reer
pro
gram
s.
a. A
lign
CTE
Pat
hway
Pla
ns (c
ours
e ou
tline
s) w
ith
Gov
erno
r’s W
orkf
orce
Cab
inet
Cou
rse
Sta
ndar
ds
and
te
chni
cal c
ertif
icat
ion
dua
l cre
dit
seq
uenc
es, i
ndus
try
cert
ifica
tions
, and
em
bed
ded
wor
k-b
ased
lear
ning
re
com
men
dat
ions
—m
akin
g ed
its a
nd c
hang
es a
s ne
eded
.
Alig
ned
CTE
Pat
hway
Pla
ns
2020
–202
1
(with
con
tinua
l up
dat
es
as n
eed
ed)
Dire
ctor
of
Sec
ond
ary
& C
aree
rE
duc
atio
n
b. D
evel
op a
nd im
ple
men
t C
TE P
athw
ays
Mar
ketin
g P
lan
for
MC
S S
tud
ents
and
Fam
ilies
to
Incr
ease
stu
den
t aw
aren
ess
of lo
cal e
mp
loye
rs a
nd jo
b o
ptio
ns a
nd
know
led
ge o
f and
enr
ollm
ent
in C
TE c
ours
es.
• In
crea
sed
stu
den
t in
tere
st in
lo
cal e
mp
loye
rs a
nd jo
b o
ptio
ns
• In
crea
sed
stu
den
t en
rollm
ent
in
CTE
cou
rses
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
c. D
evel
op a
nd im
ple
men
t C
TE P
athw
ays
Mar
ketin
g P
lan
for
Mun
cie
Are
a E
mp
loye
rs t
o im
pro
ve lo
cal e
mp
loye
rs’
awar
enes
s of
and
par
ticip
atio
n in
CTE
and
to
incr
ease
lo
cal j
ob p
lace
men
ts.
• In
crea
sed
par
ticip
atio
n of
new
co
mp
anie
s p
artic
ipat
ing
• In
crea
sed
ret
entio
n of
co
mp
anie
s p
artic
ipat
ing
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
d. E
xpan
d c
apac
ity o
f the
Gra
dua
tion
Aca
dem
y (o
nlin
e co
urse
s fo
r st
uden
ts n
eed
ing
cred
its) a
nd M
CH
S
onlin
e p
rogr
ams
by
emp
loyi
ng a
Wor
k-B
ased
Lea
rnin
g C
oord
inat
or t
o im
ple
men
t a
pilo
t p
rogr
am t
o fu
rthe
r d
evel
op le
arne
rs’ e
mp
loya
bili
ty s
kills
and
to
faci
litat
e jo
b p
lace
men
t op
por
tuni
ties.
• In
crea
sed
rat
es o
f lea
rner
s ea
rnin
g C
aree
r E
xplo
ratio
n In
tern
ship
cre
dits
.
• In
crea
sed
num
ber
of
com
pan
ies
par
ticip
atin
g
in jo
b p
lace
men
ts
2020
–202
3D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
35 MCS Mission: Placing Learners First
EX
TE
ND
ED
OP
PO
RT
UN
ITIE
S F
OR
LE
AR
NIN
G
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.22
Pro
vid
e ex
tend
ed
opp
ortu
nitie
s fo
r ac
adem
ic a
nd
soci
al le
arni
ng.
Inst
itute
Pre
K–1
2 S
umm
er A
cad
emic
Enr
ichm
ent
Pro
gram
w
ith le
sson
s an
d a
ctiv
ities
alig
ned
to
the
Ind
iana
Sta
te
Sta
ndar
ds,
lead
ing
to a
cad
emic
and
soc
ial l
earn
ing
thro
ugh
a p
artn
ersh
ip w
ith t
he B
oys
& G
irls
Clu
bs
and
Up
war
d
Bou
nd.
(To
be
det
erm
ined
with
par
tner
s)Ju
ne–J
uly
20
20–2
025
Dire
ctor
of
Ele
men
tary
Ed
ucat
ion
3.23
Pro
vid
e ex
tend
ed le
arni
ng
opp
ortu
nitie
s in
lit
erac
y an
d in
S
TEA
M.
a. E
xpan
d a
fter
scho
ol a
nd s
umm
er p
rogr
am o
pp
ortu
nitie
s to
Gra
des
K–5
at
Gris
som
and
Sou
th V
iew
Ele
men
tary
S
choo
ls t
hrou
gh a
par
tner
ship
with
the
Mun
cie
YM
CA
, ha
ving
a p
rimar
y p
rogr
am fo
cus
of li
tera
cy in
clud
ing
a fa
mily
com
pon
ent
and
a s
econ
dar
y fo
cus
of s
ocia
l and
em
otio
nal l
earn
ing
with
up
to
80 le
arne
rs e
nrol
led
at
ea
ch s
choo
l.
• A
dd
ition
al a
fter
scho
ol a
nd
sum
mer
sch
ool p
rogr
ams
in
elem
enta
ry s
choo
ls
• M
axim
um n
umb
er o
f lea
rner
s en
rolle
d
• In
crea
sed
sco
res
on s
tate
as
sess
men
ts
• In
crea
sed
fam
ily p
artic
ipat
ion
Gris
som
st
art
2020
Sou
th V
iew
st
art
2021
Dire
ctor
of
Ele
men
tary
Ed
ucat
ion
b. C
reat
e G
rad
e 2
STE
AM
Lite
racy
Cam
ps
thro
ugh
B
all S
tate
/MC
S’s
res
earc
h-b
ased
Cam
p A
dve
ntur
e p
rogr
am t
o in
crea
se le
arne
rs’ u
nder
stan
din
g an
d in
tere
st
in S
TEA
M a
nd im
pro
ve li
tera
cy.
• In
crea
sed
num
ber
of l
earn
ers
par
ticip
atin
g •
Incr
ease
d a
tten
dan
ce r
ates
•
Imp
rove
d S
TEA
M s
kills
June
–Jul
y Tw
o se
ssio
ns
2021
–202
5
Ass
ocia
te
Sup
erin
tend
ent
c. Im
ple
men
t G
rad
es 9
–12
Mar
chin
g B
and
Sum
mer
Cam
p
to c
ontin
ue d
evel
opm
ent
of le
arne
rs’ m
usic
al s
kills
and
in
tere
sts.
• In
crea
sed
par
ticip
atio
n ra
tes
• In
crea
sed
att
end
ance
rat
es
Sum
mer
2020
–202
5
Ass
ocia
te
Sup
erin
tend
ent
d. P
artn
er w
ith In
nova
tion
Con
nect
or, C
odin
g C
lass
es;
M
otiv
ate
our
Min
ds,
Aca
dem
ic E
nric
hmen
t; Y
outh
Sym
pho
ny O
rche
stra
, Mus
ic S
kills
and
Inte
rest
s;
R
ed-t
ail L
and
Con
serv
ator
y, O
utd
oor
Ed
ucat
ion;
Mun
cie
Chi
ldre
n’s
Mus
eum
, STE
M; a
nd B
oy S
cout
s, S
TEM
Incr
ease
d a
cces
s to
a v
arie
ty
of le
arni
ng o
pp
ortu
nitie
s w
ithin
th
e co
mm
unity
tha
t ai
ds
in t
he
lear
ning
pro
cess
hap
pen
ing
af
ter
the
scho
ol d
ay
Sum
mer
2020
–202
5
Ass
ocia
te
Sup
erin
tend
ent
36 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.24
Pro
vid
e ex
tend
ed
opp
ortu
nitie
s fo
r le
arne
rs t
o p
lan
and
pre
par
e fo
r co
llege
and
ca
reer
s.
a. E
stab
lish
Gra
des
6 a
nd 7
Car
eer
Exp
lora
tion
Sum
mer
C
amp
to
incr
ease
aw
aren
ess
and
und
erst
and
ing
of
spec
ific
care
er o
ptio
ns t
hrou
gh h
and
s-on
exp
erie
nces
.
Incr
ease
d s
tud
ent
scor
es o
n a
care
er a
war
enes
s an
d a
ttitu
de
surv
ey
Sum
mer
Pilo
t 20
21
Five
day
s to
tal
Dire
ctor
of S
econ
dar
y &
Car
eer
Ed
ucat
ion
b. L
aunc
h G
rad
es 6
–12
Sum
mer
Car
eer
Clu
bs
to d
evel
op
lear
ners
’ ski
lls a
nd in
tere
sts
in p
oten
tial c
aree
rs:
1) S
umm
er D
rone
Clu
b—
in p
artn
ersh
ip w
ith t
he
Aca
dem
y of
Mod
el A
eron
autic
s (A
MA
), w
ith it
s na
tiona
l he
adq
uart
ers
in M
unci
e, u
sing
the
AM
A-d
evel
oped
st
uden
t le
sson
s.
2) S
umm
er J
unio
r P
rod
ucer
s C
lub
—in
par
tner
ship
with
B
all S
tate
.
• In
crea
sed
par
ticip
atio
n ra
tes
• In
crea
sed
att
end
ance
rat
es
• In
crea
sed
rat
es o
f pro
ject
co
mp
letio
n
Sum
mer
20
21–2
025
Ass
ocia
te
Sup
erin
tend
ent
c. P
artn
er w
ith t
he fo
llow
ing
educ
atio
n-or
ient
ed
orga
niza
tions
:
•
Mun
cie
Chi
ldre
n’s
Mus
eum
—C
aree
r E
xplo
ratio
n
•
Pro
ject
Lea
der
ship
—E
nrol
lmen
t in
21s
t C
entu
ry
Sch
olar
s, C
aree
r C
oach
ing,
ICE
Lea
gue
•
Teen
Wor
ks—
Wor
k-b
ased
lear
ning
op
por
tuni
ties
•
Ind
iana
GE
AR
-UP
—tu
torin
g an
d S
TEM
•
Mun
cie
Civ
ic T
heat
re—
Exp
lore
a v
arie
ty o
f you
th
ed
ucat
ion
exp
erie
nces
thr
ough
act
ing,
sta
ge
m
anag
ing
and
pro
duc
tion
•
Col
lege
Men
tors
for
Kid
s
Incr
ease
d in
volv
emen
t w
ith lo
cal
orga
niza
tions
to
enha
nce
colle
ge
and
car
eer
pre
par
atio
n
and
exp
osur
e
Sum
mer
2020
–202
5
Ass
ocia
te
Sup
erin
tend
ent
3.25
Pro
vid
e op
por
tuni
ties
for
lear
ners
in
Kin
der
gart
en a
nd
Gra
des
6 a
nd
9 to
par
ticip
ate
in t
rans
ition
ing
even
ts fo
r en
terin
g th
e ne
xt
scho
ol le
vel.
a. F
or in
com
ing
kind
erga
rten
lear
ners
, dev
elop
the
Sta
rtin
g S
choo
l Exp
erie
nce
to u
nder
stan
d a
nd p
artic
ipat
e in
dai
ly
rout
ines
and
str
uctu
res,
bec
ome
fam
iliar
with
tea
cher
s an
d c
lass
mat
es, b
uild
con
fiden
ce, a
nd t
o lo
wer
anx
iety
.
Teac
her
and
par
ent
rep
ort
Sum
mer
202
0
Four
hal
f-d
ays
20
21–2
025
Dire
ctor
of
Ele
men
tary
Ed
ucat
ion
b. F
or in
com
ing
Gra
de
6 le
arne
rs, c
reat
e th
e M
ovin
g to
M
idd
le S
choo
l Exp
erie
nce
to in
crea
se c
omfo
rt le
vel,
bui
ld
conf
iden
ce, i
mp
rove
tea
m b
uild
ing,
and
low
er a
nxie
ty, i
n p
artn
ersh
ip w
ith P
roje
ct L
ead
ersh
ip.
Att
itud
e su
rvey
Sum
mer
202
0
2021
–202
5D
irect
or o
f Sec
ond
ary
& C
aree
r E
duc
atio
n
c. F
or in
com
ing
Gra
de
9 le
arne
rs, p
rovi
de
the
Mov
ing
to
Hig
h S
choo
l Exp
erie
nce
to in
crea
se c
omfo
rt le
vel,
bui
ld
conf
iden
ce, i
mp
rove
tea
m b
uild
ing,
and
low
er a
nxie
ty, i
n p
artn
ersh
ip w
ith P
roje
ct L
ead
ersh
ip.
Att
itud
e su
rvey
Sum
mer
202
0
Four
hal
f-d
ays
20
21–2
025
Dire
ctor
of S
econ
dar
y &
Car
eer
Ed
ucat
ion
37 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
3.26
Pro
vid
e ex
tend
ed le
arni
ng
opp
ortu
nitie
s fo
r m
eetin
g le
arne
rs’
spec
ific
need
s.
a. D
eliv
er G
rad
e 3
Rea
din
g A
cad
emy,
per
sona
lized
, tar
gete
d
read
ing
inst
ruct
ion,
to
lear
ners
tha
t d
id n
ot p
ass
IRE
AD
-3.
Incr
ease
d n
umb
er o
f stu
den
ts
pas
sing
IRE
AD
3S
umm
er
2021
–202
5D
irect
or o
f E
lem
enta
ry E
duc
atio
n
b. O
ffer
Gra
des
9–1
2 M
CH
S B
lend
ed S
umm
er L
earn
ing
Exp
erie
nce
to a
dva
nce
grad
uatio
n p
athw
ays
and
/or
reco
ver
cour
se c
red
its t
hrou
gh o
nlin
e in
stru
ctio
n w
ith a
te
ache
r p
rese
nt, a
s ne
eded
.
• In
crea
sed
num
ber
of c
ours
e cr
edits
rec
over
ed
• In
crea
sed
ad
vanc
emen
t in
gr
adua
tion
pat
hway
s
Pilo
t—
Sum
mer
202
1D
irect
or o
f Sec
ond
ary
& C
aree
r E
duc
atio
n
c. E
stab
lish
Gra
de
12 P
ush
to G
rad
uatio
n p
rogr
am fo
r le
arne
rs t
o co
mp
lete
cou
rsew
ork
to g
rad
uate
thr
ough
on
line
cour
se c
red
its w
ith a
tea
cher
pre
sent
.
Incr
ease
d n
umb
er o
f cou
rses
p
asse
dS
umm
er
2020
–202
3D
irect
or o
f Sec
ond
ary
& C
aree
r E
duc
atio
n
38 MCS Mission: Placing Learners First
Pill
ar IV
. So
cial
and
Em
oti
ona
l Lea
rnin
g
GO
AL
4: O
ur E
duc
ato
rs w
ill g
ain
new
und
erst
and
ing
s an
d p
ract
ices
to
gui
de
our
lear
ners
in m
atur
ing
to
war
d a
pp
rop
riat
e so
cial
and
em
otio
nal
beh
avio
rs, p
lus
real
izin
g c
om
pet
enci
es r
elat
ed t
o s
elf
and
oth
ers
and
in r
elat
ions
hip
s an
d d
ecis
ion-
mak
ing
.
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
4.1
Est
ablis
h d
istr
ict-
wid
e fr
amew
orks
and
st
ruct
ures
nee
ded
to
imp
lem
ent
a M
ulti-
Tier
ed
Sys
tem
of
Sup
por
t (M
TSS
) fo
r le
arne
rs’
acad
emic
, soc
ial,
and
em
otio
nal
lear
ning
.
a. D
evel
op M
CS
phi
loso
phy
/set
of b
elie
fs r
egar
din
g so
cial
an
d e
mot
iona
l dev
elop
men
t an
d c
lass
room
bes
t p
ract
ices
w
hich
are
rep
rese
ntat
ive
of t
he d
iver
sity
of t
he s
tud
ent
pop
ulat
ion,
and
use
it t
o gu
ide
curr
icul
um a
nd m
ater
ials
se
lect
ion,
dis
cip
line
pol
icie
s, c
lass
room
inst
ruct
ion,
and
p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s fo
r te
ache
rs a
nd
adm
inis
trat
ors,
in c
olla
bor
atio
n w
ith B
all S
tate
.
MC
S p
hilo
sop
hy o
r se
t of
bel
iefs
2020
Dire
ctor
of S
pec
ial
Ed
ucat
ion
b. M
ake
chan
ges
to p
olic
ies
and
writ
ten
doc
umen
ts t
o al
ign
to M
CS
phi
loso
phy
ab
out
soci
al a
nd e
mot
iona
l d
evel
opm
ent,
cor
resp
ond
ing
inst
ruct
iona
l pra
ctic
es, a
nd
that
ref
lect
the
cul
tura
l div
ersi
ty o
f our
stu
den
t p
opul
atio
n,
in c
olla
bor
atio
n w
ith B
all S
tate
, em
pha
sizi
ng t
he fa
ct t
hat
MTS
S e
ncom
pas
ses
acad
emic
, beh
avio
r, an
d s
ocia
l-em
otio
nal a
reas
.
(1) E
dit
all d
istr
ict
and
sch
ool d
ocum
ents
(e.
g., S
tud
ent
Han
db
ook)
to
ind
icat
e ch
ange
s.
(2) I
mp
lem
ent
a p
lan
to in
form
lear
ners
, fam
ilies
, and
ot
her
stak
ehol
der
s of
the
cha
nges
.
• U
pd
ated
pol
icie
s an
d d
ocum
ents
• C
omm
unic
atio
n p
lan
2020
–202
5D
irect
or o
f Sp
ecia
l E
duc
atio
n
c. D
eter
min
e an
d o
bta
in t
he r
esou
rces
nee
ded
to
imp
lem
ent
MTS
S, s
uch
as s
taff,
tra
inin
g, s
pac
e, m
ater
ials
, scr
eene
r, an
d s
ched
ules
–e.g
., id
entif
y te
ache
rs a
t ea
ch s
choo
l to
pro
vid
e tim
ely
and
effe
ctiv
e M
TSS
inte
rven
tions
at
Tier
s 2
and
3.
Res
ourc
es t
o im
ple
men
t M
TSS
at
eac
h sc
hool
and
pro
toco
ls fo
r in
terv
entio
nist
s
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
d. S
elec
t an
d o
bta
in P
re-K
–12
soci
al a
nd e
mot
iona
l lea
rnin
g cu
rric
ulum
tha
t co
rres
pon
ds
to M
CS
phi
loso
phy
, suc
h as
, cul
tura
lly s
usta
inin
g an
d d
evel
opm
enta
lly a
pp
rop
riate
(e
.g.,
Sec
ond
Ste
p; R
esp
onsi
ve C
lass
room
s; R
ipp
le
Eff
ects
).
Cur
ricul
um s
elec
ted
and
ava
ilab
le
in a
ll sc
hool
s20
20–2
021
Dire
ctor
of S
pec
ial
Ed
ucat
ion
e. C
ond
uct
trai
ning
on
the
SE
L un
iver
sal s
cree
ner,
Stu
den
t R
isk
Scr
eeni
ng S
cale
(SS
RS
). D
esig
n a
dis
tric
twid
e M
TSS
p
roce
ss t
o:
1) Id
entif
y le
arne
rs t
hat
need
Tie
r 2
and
3 s
upp
orts
.2)
Col
lect
dat
a.3)
Mak
e re
ferr
als.
4) C
ond
uct
pro
gres
s m
onito
ring.
• In
crea
sed
use
of S
SR
S
• P
roce
sses
in p
lace
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
39 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
4.1
cont
inue
df.
Est
ablis
h a
MTS
S T
eam
at
each
sch
ool t
o m
ake
dat
a-b
ased
dec
isio
ns b
ased
on
resu
lts fr
om s
cree
ning
in
stru
men
ts a
nd c
ond
uct
pro
gres
s m
onito
ring
revi
ews
of T
iers
2 a
nd 3
inte
rven
tions
and
sup
por
ts.
MTS
S T
eam
s w
ith a
pp
rop
riate
an
d d
iver
se m
emb
ers
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
g. In
crea
se M
TSS
Tea
m k
now
led
ge a
nd s
kills
in
imp
lem
entin
g th
e M
TSS
pro
cess
, id
entif
icat
ion
dat
a,
inte
rven
tions
, and
pro
gres
s m
onito
ring
thro
ugh
trai
ning
s.
Incr
ease
d a
bili
ty o
f Tea
ms
to
imp
lem
ent
MTS
S p
roce
sses
with
fid
elity
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
4.2
Exp
and
te
ache
r an
d
adm
inis
trat
or
know
led
ge a
nd
skill
s ab
out
soci
al, e
mot
iona
l, an
d b
ehav
iora
l te
achi
ng a
nd
lear
ning
.
a. In
crea
se k
now
led
ge a
bou
t ch
ild a
nd a
dol
esce
nt
dev
elop
men
t an
d t
he a
bili
ty t
o im
ple
men
t d
evel
opm
enta
lly a
pp
rop
riate
cla
ssro
om p
ract
ices
th
at a
re s
eque
nced
, act
ive,
focu
sed
, and
exp
licit
(SA
FE) t
hrou
gh p
rofe
ssio
nal l
earn
ing
for
Pre
K t
hrou
gh
Gra
de
12.
• Im
pro
ved
rat
ings
on
MC
S
Teac
her
Eva
luat
ion
Tool
• R
educ
tion
in s
tud
ent
susp
ensi
ons,
exp
ulsi
ons,
and
ot
her
dis
cip
linar
y ac
tions
Pre
K 2
020–
2021
K-5
202
1–20
23
Dire
ctor
of S
pec
ial
Ed
ucat
ion
b. I
ncre
ase
und
erst
and
ing
of e
arly
chi
ldho
od
dev
elop
men
tally
ap
pro
pria
te c
lass
room
s th
roug
h p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s fo
r P
reK
-3.
Imp
rove
d r
atin
gs o
n M
CS
Te
ache
r E
valu
atio
n To
ol20
21–2
023
Dire
ctor
of S
pec
ial
Ed
ucat
ion
c. P
rovi
de
coac
hing
and
sup
por
t fo
r P
reK
-12
teac
hers
re
gard
ing
dev
elop
men
tally
ap
pro
pria
te c
lass
room
p
ract
ices
for
soci
al, e
mot
iona
l, an
d b
ehav
iora
l lea
rnin
g th
roug
h M
aste
r an
d M
ento
r, Te
ache
rs, a
nd e
xter
nal
exp
erts
.
• Im
pro
ved
rat
ings
on
MC
S
Teac
her
Eva
luat
ion
Tool
• R
educ
tion
in s
tud
ent
susp
ensi
ons,
exp
ulsi
ons,
and
ot
her
dis
cip
linar
y ac
tions
2020
–202
3D
irect
or o
f Sp
ecia
l E
duc
atio
n
d. I
mp
rove
aw
aren
ess
and
res
pon
se t
o le
arne
r tr
aum
a th
at is
cul
tura
lly r
esp
onsi
ve fo
r al
l sta
ff th
roug
h p
rofe
ssio
nal l
earn
ing
opp
ortu
nite
s.
Pro
vid
e tr
aini
ng o
n tr
aum
a in
form
ed c
are.
2020
–202
3D
irect
or o
f Sp
ecia
l E
duc
atio
n
e. C
ontin
ue p
artic
ipat
ion
in t
he D
elaw
are
Cou
nty
Com
pre
hens
ive
Cou
nsel
ing
Coa
litio
n—P
roje
ct
Lead
ersh
ip
Con
tinue
col
lab
orat
ion
with
Lo
cal s
choo
l dis
tric
ts o
n S
EL
bes
t p
ract
ices
2020
–202
5D
irect
or o
f S
econ
dar
y &
Car
eer
Ed
ucat
ion
40 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
4.3
Imp
lem
ent
the
MTS
S
pro
cess
of l
earn
er
iden
tific
atio
n,
inte
rven
tions
an
d s
upp
orts
, an
d p
rogr
ess
mon
itorin
g
in t
he a
reas
of
aca
dem
ics,
b
ehav
ior,
and
so
cial
and
em
otio
nal
dev
elop
men
t.
a. In
crea
se t
each
ers’
and
ad
min
istr
ator
s’ u
nder
stan
din
g of
MTS
S t
hrou
gh p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s (e
.g.,
pur
pos
e an
d p
roce
sses
, inc
lud
ing
need
ed
mat
eria
ls t
o sh
are
conc
erns
ab
out
stud
ents
with
the
M
TSS
Tea
m, a
nd b
est
inte
rven
tion
pra
ctic
es).
Incr
ease
d t
each
er p
rep
arat
ion
auto
nom
y w
hen
mak
ing
refe
rral
s to
MTS
S
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
b. I
mp
lem
ent
pro
cess
of c
lass
room
tea
cher
s ga
ther
ing
stud
ent
artif
acts
and
info
rmat
ion
to s
hare
with
MTS
S
Team
, det
erm
inat
ion
of a
pp
rop
riate
inte
rven
tions
, im
ple
men
tatio
n of
the
inte
rven
tions
, pro
gres
s m
onito
ring,
and
sha
ring
resu
lts w
ith t
he t
eam
in a
co
ntin
ual c
ycle
.
• R
efer
rals
to
MTS
S fo
r S
EL
will
be
bas
ed o
n S
EL
dat
a co
llect
ed b
y th
e te
ache
r
• In
crea
sed
num
ber
of s
tud
ents
re
ceiv
ing
targ
eted
inte
rven
tions
• In
crea
sed
num
ber
of s
tud
ents
re
turn
ing
to T
ier
1 af
ter
SE
L in
terv
entio
ns
2020
–202
1D
irect
or o
f Sp
ecia
l E
duc
atio
n
c. E
nsur
e te
ache
rs’ c
onsi
sten
t us
e of
dis
tric
t-w
ide
Ti
er 1
bes
t p
ract
ices
for
acad
emic
and
soc
ial
and
em
otio
nal d
evel
opm
ent
as a
cqui
red
thr
ough
p
rofe
ssio
nal l
earn
ing
opp
ortu
nitie
s.
Imp
rove
d r
atin
gs o
n M
CS
Te
ache
r E
valu
atio
n To
ol20
20–2
023
Dire
ctor
of S
pec
ial
Ed
ucat
ion
d. I
mp
lem
ent
app
rop
riate
Tie
r 2
and
3 in
terv
entio
ns
and
sup
por
ts w
ith fi
del
ity, f
ollo
wed
by
cont
inua
l and
co
nsis
tent
pro
gres
s m
onito
ring
cond
ucte
d b
y te
ache
rs
who
are
sp
ecifi
cally
tra
ined
.
• S
tud
ents
rec
eivi
ng T
iers
2 a
nd
3
inte
rven
tions
• S
how
gro
wth
in b
ehav
ior
dat
a
ov
er d
urat
ion
of t
he
in
terv
entio
n
• In
crea
sed
num
ber
of s
tud
ents
m
ovin
g b
ack
to T
ier
1 af
ter
inte
rven
tion
2020
–202
3D
irect
or o
f Sp
ecia
l E
duc
atio
n
41 MCS Mission: Placing Learners First
Pill
ar V
. Fam
ily a
nd C
om
mun
ity
Eng
agem
ent
GO
AL
5: O
ur S
cho
ols
are
cul
tura
lly r
esp
ons
ive
and
wel
com
ing
pla
ces
whe
re, t
hro
ugh
imp
actf
ul f
amily
and
co
mm
unity
par
tner
ship
, our
lead
ers
and
ed
ucat
ors
pro
vid
e se
rvic
es t
hat
aid
in t
he a
cad
emic
, phy
sica
l, an
d e
mo
tiona
l wel
l-b
eing
of
lear
ners
and
fam
ilies
.
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
5.1
Ens
ure
fam
ilies
feel
w
elco
med
, are
va
lued
, and
ha
ve in
crea
sed
op
por
tuni
ties
to a
ctiv
ely
par
ticip
ate.
a. C
reat
e Fa
mily
and
Com
mun
ity E
ngag
emen
t (F
CE
) te
ams
at e
ach
scho
ol w
ith r
epre
sent
atio
n re
flect
ive
of t
he d
iver
sity
of t
he le
arne
rs a
nd o
rgan
ize,
co
mm
unic
ate,
imp
lem
ent,
and
mon
itor
enga
gem
ent
stra
tegi
es a
nd e
vent
s fo
r fa
mili
es.
FCE
tea
ms
crea
ted
at
ea
ch s
choo
l20
21P
rinci
pal
s
b. I
nitia
te a
ctiv
e re
crui
tmen
t of
fam
ily a
nd c
omm
unity
vo
lunt
eers
for
clas
s an
d s
choo
l act
iviti
es u
sing
G
iveP
ulse
.
• In
crea
sed
num
ber
of v
olun
teer
s fr
om u
nder
rep
rese
nted
gro
ups
• In
crea
sed
num
ber
of v
olun
teer
s
2020
Bal
l Sta
te/M
CS
C
omm
unity
E
ngag
emen
t Li
aiso
n
c. Im
ple
men
t p
roce
sses
for
incr
easi
ng t
wo-
way
co
mm
unic
atio
n b
etw
een
scho
ol a
nd p
aren
ts/f
amili
es.
Clim
ate
Sur
vey
2020
Prin
cip
als
d. C
reat
e op
por
tuni
ties
for
par
ents
, stu
den
ts, a
nd fa
mili
es
to p
rovi
de
thei
r vo
ice
in p
lann
ing
and
hol
din
g ev
ents
su
ch a
s “G
o-To
-Sch
ool N
ight
.”
Eve
nts
refle
ct p
aren
t, s
tud
ent,
an
d fa
mily
voi
ces
By
Sep
tem
ber
20
21FC
E T
eam
s
Prin
cip
als
e. C
reat
e op
por
tuni
ties
for
spec
ific
grou
ps
of fa
mily
m
emb
ers
to e
ngag
e w
ith s
tud
ents
at
scho
ol
(e.g
., G
rand
par
ents
Day
, Vet
eran
s D
ay).
• In
crea
sed
num
ber
of e
vent
s
• In
crea
sed
par
ticip
atio
n ra
tes
By
Dec
emb
er
2021
FCE
Tea
ms
Prin
cip
als
f. P
rovi
de
at le
ast
two
even
ts o
r ac
tivity
nig
hts
a ye
ar
rela
ted
to
acad
emic
or
curr
icul
um (e
.g.,
Fam
ily R
ead
ing
Nig
ht).
• In
crea
sed
num
ber
of e
vent
s
• In
crea
sed
par
ticip
atio
n ra
tes
By
Aug
ust
2021
FCE
Tea
ms
Prin
cip
als
g. D
evel
op s
tud
ent-
led
, par
ent-
teac
her
year
ly
conf
eren
ces;
pro
vid
e te
ache
r an
d s
tud
ent
trai
ning
and
p
roto
cols
to
ensu
re c
onfe
renc
e go
als
are
met
.
Incr
ease
d p
aren
t p
artic
ipat
ion
rate
sB
y A
ugus
t 20
22P
rinci
pal
s
42 MCS Mission: Placing Learners First
Str
ateg
ies
Key
Act
ion
Ste
ps
Mea
sure
as
Evi
den
ced
by
Dat
eP
erso
n R
esp
ons
ible
5.2
Bro
aden
te
ache
r an
d
adm
inis
trat
or
know
led
ge a
nd
use
of c
ultu
rally
ap
pro
pria
te
pra
ctic
es w
ith
lear
ners
and
fa
mili
es.
a. B
uild
tea
cher
and
ad
min
istr
ator
cap
acity
to
enga
ge
in
dis
cour
se w
ith a
nd a
bou
t fa
mili
es a
nd c
omm
uniti
es
fr
om a
n as
set-
bas
ed le
ns t
hat
valu
es o
ther
s’ id
entit
ies,
exp
erie
nces
, fun
ds
of k
now
led
ge a
nd c
ultu
ral w
ealth
,
incr
easi
ng u
nder
stan
din
g of
cul
tura
l res
pon
sive
ness
and
elim
inat
ing
def
icit
thin
king
thr
ough
pro
fess
iona
l
lear
ning
op
por
tuni
ties.
Incr
ease
d k
now
led
ge a
nd
skill
s re
late
d t
o cu
ltura
l ap
pro
pria
tene
ss
2020
Prin
cip
als
FCE
Tea
ms
b. B
uild
tea
cher
and
ad
min
istr
ator
cap
acity
to
enga
ge in
co
nver
satio
ns t
o un
der
stan
d b
arrie
rs t
hrou
gh p
rinci
pal
s co
nduc
ting
(1) l
iste
ning
ses
sion
s or
faci
litat
ing
conv
ersa
tions
with
Par
ent
Ad
viso
ry C
ounc
il an
d/o
r (2
) fac
ilita
ting
conv
ersa
tions
with
lear
ners
in S
tud
ent
Ad
viso
ry C
ounc
ils.
• In
crea
sed
num
ber
of l
iste
ning
sess
ions
and
con
vers
atio
ns
• Im
pro
ved
res
ults
from
c
limat
e su
rvey
s
2020
–202
1
2020
–202
1
Prin
cip
als
5.3
Enh
ance
su
pp
orts
for
stud
ents
and
the
ir fa
mili
es.
a. L
aunc
h th
e Le
arne
r W
eb o
f Sup
por
t in
itiat
ive
to
p
rovi
de
frie
ndsh
ip a
nd m
ento
rshi
p fr
om a
t le
ast
five
car
ing
adul
ts fo
r ea
ch le
arne
r in
clud
ing:
1) T
rain
ing
for
MC
S a
dul
ts a
nd t
he c
omm
unity
on
ser
ving
as
“sup
por
ts”
to M
CS
stu
den
ts t
o b
e
p
rovi
ded
by
the
Inst
itute
for
Com
mun
ity &
Ad
oles
cent
Res
ilien
cy.
2)
Est
ablis
hing
par
tner
ship
s w
ith c
omm
unity
orga
niza
tions
, suc
h as
Uni
ted
Way
of
Del
awar
e, H
enry
& R
and
olp
h co
untie
s an
d
th
e G
eorg
e an
d F
ranc
es B
all F
ound
atio
n.
• In
crea
sed
par
ticip
atio
n ra
tes
of le
arne
rs
• In
crea
sed
num
ber
of t
rain
ed
sc
hool
and
com
mun
ity a
dul
ts
• In
crea
se p
artic
ipat
ion
rate
s of
scho
ol a
nd c
omm
unity
ad
ults
2019
–202
5P
rinci
pal
s
b. C
reat
e w
rap
-aro
und
com
mun
ity s
ervi
ces
pro
gram
s
w
ithin
the
sch
ools
, suc
h as
Fed
eral
ly Q
ualif
ied
Hea
lth
C
ente
rs (F
QH
C),
with
ser
vice
s re
late
d t
o m
enta
l and
phy
sica
l hea
lth, e
arly
chi
ldho
od, f
ood
sec
urity
, tut
orin
g/
m
ento
ring,
col
lege
and
car
eer
dev
elop
men
t an
d/o
r
a
dul
t ed
ucat
ion,
in c
olla
bor
atio
n w
ith p
artn
ers.
• In
crea
sed
com
mun
ity
se
rvic
es a
vaila
ble
• In
crea
sed
lear
ner
and
fam
ily
p
artic
ipat
ion
2020
–FQ
HC
P
ilot:
Sou
thsi
de
Mid
dle
2021
–202
5:
Ad
diti
onal
sc
hool
s
CE
O
c. C
olla
bor
ate
with
com
mun
ity fo
und
atio
ns a
nd
n
on-p
rofit
s to
alig
n st
rate
gies
and
res
ourc
es in
sup
por
t of
MC
S s
tud
ents
, fam
ilies
, tea
cher
s an
d s
taff.
Incr
ease
com
mun
ity s
ervi
ces
avai
lab
le.
2020
–202
5C
EO