mountain lakes school district long range education plan ... · pdf filetimeline for...

Mountain Lakes School District Long Range Education Plan 2009-2014Timeline for Implementation of Recommendations

Recommendation: Curriculum Revision #1: The current cyclical process of curricular design and delivery should be retained with key refinements that will provide the ability to enhance curriculum on an ongoing basis. Future revision of curriculum guides will integrate the revised New Jersey Core Curriculum Standards Content Standards and incorporate appropriate elements from the state’s model.

Action Plan Suggested Timeline People Involved Indicators of Success3. Summer Curriculum writing & revision to reflect new NJ & CommonCore standards

Summer 2010-June 2014

(Ongoing)

Curriculum writers, Administrative Team

Supervisors & Administrative Team send curricula to Board for approval

Recommendation: Curriculum Revision #2: Future revision of curriculum guides will promote 21st Century Learning and concepts of Sustainability.

Action Plan Suggested Timeline

People Involved Indicators of Success

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3. Curricula is examined and future courses and topics including the 21st century themes such as global awareness & economic literacy are explored

5. The district faculty begins the process of rewriting curriculum guides using the online template

Fall 2010

Fall 2010 & ongoing

Faculty & Administrative

Team

Curriculum writers, Administrative Team, Program Committee

New curriculum proposals are sent to the Board of Education; District is in compliance with state curricular mandates

Board approval of curricula and postings on First Class

Both goals are accomplished when assigning new curriculum revisions each year and when new courses are proposed (e.g. AP Economics & AP Environmental Science) Examples can be found online at the Mountain Lakes Schools website. We have also created a Mountain Lakes MODEL CURRICULUM website to ensure these themes and Common Core Standards are highlighted for our curriculum-writing staff. Finally, Wildwood is looking to revamp its current report card model and adopt one that is based on the Common Core Standards.

Recommendation: Curriculum Revision #3: Teachers will be encouraged to increase the number of authentic learning tasks they implement each year of the LREP.

Action Plan Suggested Timeline People Involved Indicators of Success

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http://fc.mtlakes.org/Curriculum_Resources/








2. “Best Practices” Professional Learning Communities formed in each building with a focus on authentic learning tasks

3. Dissemination of “Best Practices” from the PLCs during Department Meetings, Faculty Meetings, and PD in-service days

4. Incorporation of authentic learning tasks in teachers’ plans

5. An increase of authentic learning tasks from Fall 2013

Spring 2012-Fall 2012

Spring 2013

Fall 2013

Spring 2014

District faculty

“Best Practice” PLCs, Administrative Team, LPDC

District faculty

Faculty & Administrative Team

Teachers attendance and discussion regarding examples of authentic learning

Teachers completion of an online authentic learning survey

Inclusion of authentic learning tasks in faculty annual evaluations and Personal Growth Plans

Authentic learning tasks evaluated by administration during formal and informal observations

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Briarcliff has always led in this goal. However, under the leadership of Mrs. Azar, Mr. Davies, and Dr. Mucci, these authentic learning tasks have been promoted at Wildwood, MLHS and across the district through our Gifted program. Specifically, Mr. Davies has promoted a new PBL group at the high school with a goal to expand the “AP Projects” initiative that already sparked the use of authentic learning tasks. One new example that is being piloted is the MLHS Service Hour Project and the World Cultures 7 Billion PSA Project. Dr. Mucci has brought in Destination ImagiNation to our Gifted program. Numerous Briarcliff teachers who are part of this program have discussed how they are incorporating elements in their classes. Next year during the final LREP year, we will also launch a TREP$ entrepreneurial program at Wildwood & Briarcliff.

Recommendation: Curriculum Revision #4: Future revision of curriculum guides will expand the present considerations regarding Ethical Decision Making/Character Education to include personal & interpersonal responsibility and respect for differences of all kinds.

Action Plan Suggested Timeline People Involved Indicators of Success3. Curriculum writing/revision reflects Ethical Decision Making and/or Diversity “best practices”

Summers of 2012, 2013 & 2014

Curriculum writers Completed curricula approved by Board of Education and posted online

Examples of revised curriculum can be found online at the Mountain Lakes Schools website. This year at Briarcliff, the faculty was presented with a model ethical decision-making lesson and the teachers were challenged to create a lesson for implementation in their own classroom by December break. All lessons were placed in a shared school folder and were reviewed by the BC Professional Development Committee. All lessons were implemented by April 5th and an online survey of the faculty was administered and showed that they felt the students had grown in this area based on these classroom activities. At Wildwood, teachers have incorporated the “WW Kindness Pledge.” In order to cultivate a positive and supportive learning environment, WW also continued the implementation of a school wide discipline (behavioral) plan, the Olweus Bullying Prevention Program.

Recommendation: Curriculum Revision #5: Future revision of curriculum guides will be infused with or linked to a repository of related technological resources available to support all aspects and all stages of teaching and learning including hardware, software, Websites, podcasts, Web 2.0 resources, etc. Rather than existing as one element of a curriculum guide, technology should be regarded as an integral part of each element of the curriculum including instruction, learning activities, differentiation, and assessment.

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https://sites.google.com/site/mlhsserviceproject/







http://www.njdi.org/



http://www.trepsed.com/












http://www.violencepreventionworks.org/public/bullying_prevention_training_info.page








Action Plan Suggested Timeline People Involved Indicators of Success4. Dissemination of “Best Practices” from the PLCs during Department Meetings, Faculty Meetings, and PD in-service days

5. Incorporation of “Best Practices” in online curriculum

Spring 2012

2013-2014

“Best Practice” PLC, Administrative Team, LPDC

Administrative Team, Faculty

Teacher completion of an online Web 2.0 module from the NJ DOE website

Hyperlinks added to online curricula with “best practices”

Our curriculum blog promotes “Best Practices” for all of our teachers to see. In addition, we have promoted LiveBinders as a manner to connect teachers with great resources. Here are three examples: Institute LiveBinder, 21st Century Skills, and Sustainability.

Recommendation: Curriculum Revision #6: Future revision of curriculum guides will include additional and/or revised essential questions that promote consideration of concepts of 21st Century Learning and Sustainability.

Action Plan Suggested Timeline People Involved Indicators of Success4. The district faculty begin the process of rewriting curriculum guides using the online template

Summers of 2012-2014 Curriculum writers Board approval of curricula and postings on First Class

Examples of revised curriculum can be found online at the Mountain Lakes Schools website. Thanks to the Summer Retreat 2012, teachers can use materials from their peers that are located on the aforementioned LiveBinders.

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http://blogs.mtlakes.org/curriculum/



http://www.livebinders.com/play/present?id=211674


















Recommendation: Curriculum Revision #7: Future revision of curriculum guides will continue to expand the types of assessments exemplified to include formats that accommodate different learning styles.


3. PD in-services and Teacher Institute courses expanded to include differentiated assessments

4. Curriculum written with learning style accommodations

2012-2014

Summers 2012-2014

LPDC, Teacher Institute Director & ScIPs

Curriculum writers

Additional courses offered

Board approval of curricula and postings on First Class

These goals have been incorporated in our annual Professional Development reports that have been Board approved. Starting this year, we will ensure these goals are met by folding our PD Committees into new School Improvement Panels. These ScIPs are state-mandated and part of the 2011 education reform bills that includes TEACH-NJ laws. Please note that differentiated assessments will be a major element of the teachers’ Student Growth Objectives, a major element of the new teacher evaluation system.

Recommendation: Curriculum Revision #8: Future revision of curriculum guides will encourage and facilitate the development of student portfolios of learning demonstrating mastery of concepts and skills. These portfolios will also assist the district faculty in assessing the effectiveness of the district’s efforts to foster high levels of student proficiency.


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2. Student Portfolios will house content & technology skills related to real-world situations

(e.g.) 4th graders produce a media-rich digital story about a significant local event; 8th graders synthesize and publish information about a local or global issue on a collaborative, web-based service; 12th graders design and pilot a digital learning game to demonstrate knowledge and skills related to a real world situation. (NJCCCS 8.1.B)

3. Student samples evaluated and contrasted with 2010 baseline materials

Beginning Fall 2011

2013-2014



Examples of student work will be collected and evaluated with a rubric

Data is to be evaluated and findings are to be presented to Board and faculty in Spring 2014

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The student portfolio initiative has not been met. We had planned this to be part of the state mandate regarding Pupil Learning Plans, but that was shelved by Trenton in order to focus on newer reforms. World Language teachers will launch a portfolio program next year at Briarcliff & at MLHS using GoogleSites. These portfolios will be student-managed and curated by our students yet allowing for teacher editing and observation privileges. The portfolios will be archived on our school servers until graduation when the students will be able to delete the files or use them as a professional portfolio.

Recommendation: Curriculum Revision #9: The district will use available technologies to streamline and improve efficiency of curricular revision, enhancement, and access.

Recommendation: Curriculum Revision #10: Curricular revision will become an outgrowth of the research, practice, deliberations, and experiences of faculty and administration engaged in Professional Learning Communities. PLCs may be standing or ad hoc communities of educational professionals seeking to design and deliver curriculum including 21st Century Skills and key concepts of Sustainability.

Recommendation: Curriculum Revision #11: The curriculum guides will be evaluated regularly, consistently, and comprehensively according to a rubric for curriculum review including input from faculty and students K-12.

Action Plan Suggested Timeline People Involved Indicators of Success3. Curriculum inventory conducted to determine curriculum revision schedule

Spring 2011 & ongoing Administrative Team Five-year schedule to be completed and presented to the Board

These recommendations have been COMPLETED. With new principals in each of the buildings, they have pushed for vast revisions for the summer of 2013 & 2014 ensuring that all subjects will be updated vis-à-vis NJ Standards (2009), Common Core (2010), Next Generation Science Standards (2013) and Social Studies C4 Framework (scheduled for 2014).

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Recommendation: Curriculum Delivery #1: Use of technology in all stages of the learning process: as a learning tool, in facilitating differentiation, for research, as a vehicle for demonstrating learning and in assessment.



4. Technology themes to be expanded in Professional Development in-services and Teacher Institute classes

5. Technology budget to reflect & support curricular initiatives

2011-2012 and after

Throughout the plan

Faculty, Administrative Team, LPDC & Teacher Institute Director

Administrative Team & Technology staff

Attendance records from targeted workshops

Budgetary meetings among Admin. Team, Technology staff & Programs

This accomplished goal is still evolving. For example, this year Wildwood added new web-based programs including First in Math, RAZ-Kids and the Renzulli Gifted Education learning platform. At Briarcliff, students are using GoogleDocs as a manner to collaborate. At MLHS, there has been a push for BYOD (Bring in your own devise) program. In all buildings, teachers have used My Learning Plan to document all PD. This will continue next year as it has been budgeted once again. Furthermore, teachers have led and participated in the following Institute courses and PLCs: Using Databases to Enhance Curriculum, GoogleDocs in the Classroom, English and Social Studies Use of Turnitin.com, and the Use of iPads in the Classroom.

Recommendation: Curriculum Delivery #2: Incorporation of Web 2.0 technology as a part of the learning process.



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2. Students communicate with other students in the United States and/or other countries using digital tools to gather information about a specific topic

Beginning in 2010-2011; (Ongoing)

Faculty Student discussions recorded using Skype, Oovoo or other online service

3. Curricular opportunities that allow student to collaborate with peers to develop a product using the design process, data analysis, and trends,

Beginning in 2012-2013;

(Ongoing)

Faculty & Technology Staff

Sample units distributed among staff

Skype is used in some World Language classes as well as in the MLHS music programs. Destination Imagination has launched the Design process in many other classes.

Recommendation: Curriculum Delivery #3: Increased use of authentic learning activities and tasks including Service Learning and Problem-Based Learning. Problem-based Learning and Service Learning provide relevant and engaging opportunities to nurture 21st Century Skills and to apply concepts of Sustainability. These concepts will be taken to a macro level with the institution of school-wide service initiatives. To make these initiatives age-appropriate, the students will “serve” increasingly wider communities as they mature


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5. Building-wide Service Learning Opportunities implemented

6. Service projects and program evaluated

2012-2013

June 2013

Faculty, District Service Coordinators

Faculty, District Service Coordinators, Curriculum Supervisor, Guidance Counselors, Building Principals

Projects implemented

Completed online survey analyzed and reported to the Board of Education

Mr. Davies has started a Problem-based learning PLC at the high school. These teachers will promote their work next year.

Recommendation: Curriculum Delivery #4: Identification and use of community resources to support and enhance delivery of adopted curriculum in the classroom. The members of our community represent a wealth of experience and expertise. By wisely tapping this knowledge, we can provide our students with contextualized experiences to prepare them for the challenges and opportunities they may face in the future. These members of the community could be called on to:

Action Plan Suggested Timeline People Involved Indicators of Success4. Network use to foster community presentations

Beginning in Spring 2012 Faculty Program evaluated each year beginning in 2012-2013

This process began last year with FBLA, economics class speakers, and Law Day 2012. This year we are continuing with Running and Winning, Picatinny STEM project, Creative Writing and certain Sustainable ML projects including the Rain Barrel project.

Recommendation: Curriculum Delivery #5: Authentic assessment that promotes and deepens learning even as it provides a measurement of learning


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3. Dissemination of “Best Practices” from the PLCs during Department Meetings, Faculty Meetings, and PD in-service days

4. Incorporation of authentic learning tasks in teachers’ plans

5. An increase of authentic learning tasks from Fall 2013

Spring 2013

Fall 2013

Spring 2014

“Best Practice” PLCs, Administrative Team, LPDC

District faculty


Teachers completion of an online authentic learning survey

Inclusion of authentic learning tasks in faculty annual evaluations and Personal Growth Plans

Authentic learning tasks evaluated by administration during formal and informal observations

Although we are making strides in authentic learning tasks, we still have to move towards performance assessments. Several MLHS departments are exploring performance assessments as part of the EE4NJ mandate with SGOs. We plan to focus on this next year as part of a culminating element to LREP 2014 and possibly continuing it for our next cycle.

Recommendation: Curriculum Delivery #6: Student development of portfolios of learning (including digital portfolios) and mastery of skills for presentation to educators and prospective employers as well as for review by other students and members of the community.


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3. Student samples evaluated and contrasted with 2010 baseline materials

2013-2014 Faculty & Administrative Team

Data is to be evaluated and findings are to be presented to Board and faculty in Spring 2014

Student portfolios will be implemented next year in the WL program at Briarcliff & MLHS.Recommendation: Curriculum Delivery #7: The experience of Mountain Lakes High School graduates should be considered when evaluating student preparation for post graduation pursuits. Graduates should be surveyed as to their level of preparedness in various curricular areas.

Action Plan Suggested Timeline People Involved Indicators of Success3. The data from the student response surveys along with at least one other form of data will be combined to make suggestions regarding curricular improvement in the district

2012-2014 High School Guidance Department, High School Administrative Team, Curriculum Supervisors

By Spring 2014, the survey of MLHS graduates will serve as one of several forms of data that influence curricular change.

Students are surveyed each November through the Guidance Department. We plan to revise the survey to match the NJ College Readiness standards.

Professional Development #1 District, building, departmental administrators, and the Local LPDC will work to design a PLC model that encourages teachers to collaborate and lead curricular innovations horizontally and vertically. Appropriate planning time will be granted and professional development will be needed as PLCs are implemented. Annually, using a standardized instrument, each professional learning community should generate a brief summary of its work and the impact it has had on classroom instruction, assessment, and student learning.



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3. Each PLC must provide an Evaluation/program summary to the LPDC prior to being awarded professional development hours.

Fall 2010-Spring 2014

Members of PLCs and the LPDC

Log of LPDC including PLC evaluations.

The World Language Department has worked on a major articulation project this year. They will report back to the entire high school as a model for all departments. Social Studies will do the same next year as AP courses are revamped.

Professional Development # 2: Concepts of Sustainability and 21st Century Learning: The district will provide the necessary resources to enable present and future faculty and administrations to deliver 21st Century Skills instruction. In addition, the district will assist in providing experiences to aid in understanding the concepts of Sustainability. On-site professional development as well as Web-based and off-site opportunities will be promoted.



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3. The Institute Coordinator will infuse 21st Century Skills courses into each semester offering of the Institute Course Guides.

4. The Members of the Sustainability Planning Team, with assistance from building administrators, will design a survey to assess teacher understanding and classroom application of sustainability concepts

5. On-site professional development as well as Web-based and off-site opportunities that focus on 21st Century Skills and Sustainability will be promoted.

Fall 2009 - June 2014 (ongoing)

January 2010 - June 2014 (ongoing)


Institute Coordinator

Administrative Team, LPDC, Sustainability Planning Team Members

Administrative Team, LPDC, SPDC, Institute Coordinator

Institute Course Guides with 21st Century Skills courses highlighted

As evidenced by the Sustainability Educational Assessment; by 2011, all administrators and faculty will evidence an 85% or better understanding of concepts and at least 50% of faculty will readily apply these concepts in their lesson planning.

Institute Attendance Records, Professional Development Day Attendance Records, Annual report of the LPDC, District Membership in Morris Union Jointure and similar organizations that provide free, reduced and online professional development for educators.

During the summer, the administrative retreat adopted sustainability as a retreat goal. Mr. Sanchez also received a Dodge Foundation grant that provided the district with a K-12 curriculum. Under the direct supervision of principal Beth Azar, Sustainable Wildwood was launched in September 2012 with the objective to have students understand the meaning and importance of sustainability and how their actions can impact their future as well as the future of their world. The three educational areas being integrated into the curriculum are: Respect the Environment, Respect Each Other and Respect Ourselves. Sustainable Wildwood kicked off with a student assembly to promote walking to school. Students graphed daily walkers and the class with the most walkers during week were awarded the “Golden Shoe Award”. Students were also encouraged throughout the week to participate in Project ACES. Project Aces promotes healthy living and exercise. Students also learned YOGA poses and will begin meditation each morning with a Yoga pose. Community member, Mimi Kaplan visited the lunchroom to share the importance of recycling. Each classroom then assigned a rotating classroom helper called, “The Sustainable Tiger” to ensure lights are off in the classroom

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when students are not in the room, reduce water usage and recycling of materials in the classroom.

In addition, a team of district administrators and teachers have begun meeting with members of the Health and Wellness Committee, the Environmental Commission and interested parents to develop a series of sustainability initiatives based upon criteria from the municipal certification program, Sustainable Jersey. Initial ideas across the District include: conducting a waste audit at the high school, installing new water fountains in each of the school to curb plastic bottle usage, promoting rain barrel usage in the community, and incorporating new resources in the curriculum including films from the “Green Reels” project.

Professional Development #3: Technology and Web 2.0 Applications: The district will provide support and opportunities for education in and the use of technology applications necessary for 21st Century Learning. We will continue to encourage a shift from a presentation-based focus to a Web 2.0 focus that encourages communication, collaboration, relevant problem solving, and flexibility, thereby creating a dynamic learning experience for all students.

Action Plan Suggested Timeline People Involved Indicators of SuccessProvide support and opportunities for education in and the use of technology applications necessary for 21st Century Learning.


Administrative Team, Technology Director, Program Committee, LPDC School Improvement Panels

The District Technology Plan will evidence support for the infrastructure needed to develop 21st Century Skills.

By 2014, all 6-12 teachers will establish an interactive, First Class Workspace (or other online platform) that evidences communication, collaboration, relevant problem solving, and flexibility

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This goal is being facilitated by My Learning Plan, the new online professional development website for teachers. School Improvement Panels will be added to each building in 2013 and they will guide PD in each building, replacing the district professional development committee. At Briarcliff teachers have adopted a new 2014 building goal that focuses on the use of EDSBY, a web-based platform that blends secure social networking with advanced class and student management. They plan to train staff, implement the gradebook function, communicate with parents and explore online collaboration.

Professional Development #4: Authentic Learning Tasks, Trans-Disciplinary Learning, Service Learning, and PBLs: As instruction in 21st Century Skills and concepts of Sustainability is supported well by trans-disciplinary learning, problem-based learning, service learning, and authentic learning tasks, staff will be afforded increased opportunities to learn about their design and implementation.

Goal completed

Sustainable Learning Environments #1: Time utilization to promote maximum sustainable growth among all members of the school community.

Action Plan Suggested Timeline People Involved Indicators of Success2. Professional time, both non-instructional and developmental, will be reviewed and changes will be proposed to accomplish the goals of the LREP within buildings and across the district.

Fall 2009- June 2014

(Ongoing)

Administrative Team, ITS Team, Institute Coordinator, LPDC, SPDC

In addition to listing professional development standards for each professional development opportunity, the individual involved for promoting the workshop will also reference the LREP recommendations that the opportunity addresses.

School Improvement Panels will now be tasked to continue this goal.

Sustainable Learning Environments #2: Designs of adaptable learning environments that help to focus attention and enhance communication in our instructional spaces.

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http://edsby.com/

http://edsby.com/


Action Plan Suggested Timeline People Involved Indicators of Success1. Varying desk arrangements for group, team and individual learning will be facilitated by presentations from the ITS team and members of the LREP planning teams.

2. Future purchase of non-conjoined furniture that facilitates flexible arrangement and movement to adapt to a variety of learning experiences.

3. Future building improvements and designs that are conducive to flexible use.


(Ongoing)


(Ongoing)


(Ongoing)

Building Principals, Teachers, ITS Team

Building Principals, Teachers, Facilities Committee

Building Principals, Teachers, Facilities Committee

Presence of learner active classrooms in design and practice will increase by 10% annually for the duration of the plan.

Integrating the purchase of such furniture into building and district budgets.

Agendas of meetings between the facilities committee and the architectural firm for the Board of Education that evidence discussion and inclusion of flexible use of space.

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These goals have been met and are continuing to be met. One recent example is occurring MLHS where the administrative team is rearranging certain classrooms to recapture learning spaces for science labs. Also, science labs and PE classes are being rearranged to maximize possible schedules for our students. Also, Lake Drive is expanding its pre-school Ivy Program.

Sustainable Learning Environments #3: Provision for the integration of technology in the classroom as a standard

learning tool.


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1. Learning spaces and technical support will be provided for on-site, distance, and virtual learning opportunities that maximize learning potential in the most economical way.

2. Every classroom will have regular access to working laptop computers.

3. Consistency, speed, and performance of Internet connections available for pod casts, videoconferencing, blogs, wikis, etc. will be maximized. Hardware, such as videoconferencing equipment, will be available to assist students in using technology in order to be engaged and connected to the world and to each other

4. An effective method for the evaluation of software applications will be established. An appropriate procedure will be developed to perform a cost-benefit analysis of current subscriptions and to


(Ongoing)


(Ongoing)


(Ongoing)

Administrative Team, Program Committee

Tech Director, Building Principals, Program and Finance Committees

Director of Technology, Administrative Team, Program Committee

Each budget cycle, members of the administrative team, specifically at the high school, will present an analysis of student enrollment numbers and offer proposals for alternative, cost effective instructional models.

Lease agreements with Apple, Long Range Technology Plan, and School Report Indicator on student-computer ratio.

Annually, the Director of Technology will conduct a survey of the district faculty on the effectiveness of the infrastructure in place to support web 2.0 technologies and promote videoconferencing. Results of this survey will be shared with the Administrative Team and the Program Committee

By June 2010, the Director of Technology will have the primary users of each educational software package record their evaluations of the project.

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properly consider other available programs. Staff will be included in the evaluation and selection of new software to support instructional objectives. Additionally, this evaluation will be done on a regular basis, with consistency among the schools.

5. Administration will ensure adequate support for the technology recommendations included in this LREP. Teachers will receive necessary training, modeling, and assistance as they increasingly integrate technology in the classroom to improve student achievement.


(Ongoing)


(Ongoing)

Director of Technology, Building Principals

Director of Technology, Institute Coordinator, LPDC

By January 2011, The Director of Technology will eliminate any redundant software licenses and provide educators with cost effective, online options for interactive curricular support materials when available. This evaluation cycle will continue annually for the duration of the plan

By September 2010, all high school departments will have an electronic workspace to exchange ideas, facilitate the use of various technologies and offer a model for classroom use of this tool.

The Teacher Institute Coordinator and LPDC will annually poll teachers on their technology needs and plan courses that address them in a way that focuses on student achievement.

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These goals have been met and are continuing to be met. MLHS Principal Jeremy Davies is working with the BOE & the ML Education Foundation to implement an online academy called .Edu. As part of that grant, a new teaching position was created to help students and MLHS teachers implement technology.

At Briarcliff, the second element of the 2012-2013 school goals focused on 21st-century skills. At a faculty meeting early on in the year, the NJCCCS for 21st Century Learning were distributed to the faculty, in addition to supplemental materials that helped clarify these new skills. In subject-area groupings, teachers identified the standards that were being underrepresented in the classrooms. Each subject area teacher identified one NJCCCS for which they would create/modify a lesson/activity. PLCs were formed and they met throughout the school year to formulate and share these lessons. Teachers submitted summaries (overview, assessment, implementation dates) and at a faculty meeting in the spring, teachers will share their experiences with incorporating 21st Century Skills into the classroom.

Sustainable Learning Environments #4: Students should be encouraged and educated in developing a sense of inter-personal social responsibility and consideration within and outside of the classroom context.


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1. We will engage students in consideration of how individual actions affect others, and how personal attitudes and behaviors impact those around them of differing beliefs, abilities, and backgrounds.

2. Students will be supported in the development of healthy, sustainable social relationships. These attitudes and behaviors will be encouraged through classroom activity and modeled and sustained during non-instructional time and co-curricular


(Ongoing)

All members of the community

When discussing student-decision making, teachers, administrators and counselors will encourage students to consider differing beliefs, abilities and backgrounds.

Building administrators and counselors will plan at least one large group and several small group presentations annually that focus on the impact individual decisions has on the group.

Through projects such as the Town Centennial, the schools and community will collaborate to create presentations and opportunities for our students that emphasize our shared values.

Through the health curriculum, teachers will address establishing healthy, sustainable relationships that are appropriate for various age groups.

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activities.


(Ongoing)

All members of the community

Teachers, counselors, coaches and administrators will spend time encouraging students to assess choices to join courses, teams and clubs as sustainable, healthy choices.

The Administrative Team and Board of Education will consider whether the addition of proposed courses, clubs and sports are sustainable.

These goals have been met and are continuing to be met. Health curriculum is being revised this summer. Again thanks to a community grant, the ML School District created various extracurricular programs for our youngest students including Intramurals, Jazz Band, Chess Club, Junior Nature Club, 5th Grade Play, Giraffe, Reader’s Theatre, K-Reading Enrichment, Guitar, Art Club, Chemistry Club, Destination ImagiNation, Tech Club, Master the Math Facts & Chorus.

Regarding diversity and perspective-consciousness, the AFG Committee launched an incredible Accept, Appreciate, Celebrate Diversity iMovie contest.

Again, K-12 sustainability lessons can be found at the district’s Sustainability LiveBinder.

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