Commitment 1 | We commit to improving the overall positive experience for students, staff, and families to support inclusivity and increased student attendance.

SMART Goal

By the end of June 2025, the triangular data points for question number 38 on the Student Voice Survey survey, question number 7a  on the School Performance Scan: Staff Survey, and number 44 on the Family Engagement Survey will increase by 3% each through the use of the outlined strategies.

Why we are making this commitment

This commitment fits what we envision for the school as it fulfills and relates to the district’s mission and vision.

This commitment relates to what we heard when listening to others by reflecting on the needs expressed not being fulfilled by the stakeholders.

The data presented reflects that stakeholders expressed not feeling included, connected, safe, having a positive experience, or feeling properly trained in some instances. The chronic absenteeism and referrals for insubordination may be due to certain students having a negative educational experience.

Student Voice Survey # 38: Our school deals effectively with bullying. Only 45% of students agree or strongly agree with this statement.

School Performance Scan # 07a: Our Building Administration makes certain we have relevant, targeted professional development. Only 40.6% of staff agree or strongly agree with this statement.

Family Engagement Survey # 44: Our school has programs for families so we can help our children at home. Only 48.4% of families agree or strongly agree with this statement.

Progress Targets

By the end of the year, we will look to the see the following occur:

End of the year goals, reviewing Triangle survey data in Spring of 2025 we hope to see a 3% increase in:

• question number 38 on the Student Voice Survey survey,
• question number 7a  on the School Performance Scan: Staff Survey, and
• number 16 on the Family Engagement Survey.

We believe these Spring survey responses will give us helpful feedback about our progress with this Commitment:

• Student Survey: From Student Voice Survey # 38: Our school deals effectively with bullying. Only 45% of students agree or strongly agree with this statement; we hope to see a 3% increase in agreement (48%)
• Staff Survey: School Performance Scan # 07a: Our Building Administration makes certain we have relevant, targeted professional development. Only 40.6% of staff agree or strongly agree with this statement;  we hope to see a 3% increase in agreement (43%)
•  Family Survey: Family Engagement Survey # 44:  Our school has programs for families so we can help our children at home. Only 48.4% of families agree or strongly agree with this statement; we hope to see a 3% increase in agreement (50%)

We believe achieving the following Mid-Year Benchmark(s) will give us good insight into our ability to reach our year-end goal:

By reviewing Mid-year HS Priority Plan Meeting or student/staff/parent survey, we hope to see checkpoints accomplished and informal feedback.

We believe we will be on track to meet our Mid-Year Benchmark(s) if six to ten weeks into the school year, we are able to reach the following Early Progress Milestones:

• Student Data: By reviewing Spring 2024 MRA survey, we hope to see both Quantitative and Qualitative data.
• Adult/Schoolwide Behaviors and Practices: By reviewing Spring 2024 MRA survey, we hope to see both Quantitative and Qualitative data.
• Student Behaviors and Practices: By reviewing Spring 2024 MRA survey, we hope to see both Quantitative and Qualitative data.

Strategy | Students will be presented with school interventions and resources to support them with bullying at the 10 week class meetings.

Methods

Administrators will highlight DASA procedures as well as the role of staff in supporting students with bullying.

Resources

Administrators, scheduled during class meetings every 10 weeks, process required would be during presentations. Reporting form for issues (QR code

Strategy | Social emotional awareness through FLO classes.

Methods

Sharing of the reporting form, defining bullying, and conflict management embedded into lessons/habits.

Resources

Planned lessons

Strategy | Anti-bullying spirit week November 11-17.

Methods

Daily themes and announcements will be made, bulletin boards based on the theme for the anti-bullying week and throughout the year.

Resources

The Lighthouse team will organize and sponsor.

Strategy | Parent Support Information

Methods

Parents will be supplied a flier with video links on how to utilize school technology such as SchoolTool, Google Classroom, and Parent Square to support their students. A station at Freshman Orientation, Open House, and Parent-Teacher Conferences where parents can stop by for assistance will be made available.

Resources

• Flier with video links. Station with personnel that can assist parents. Instructional technology coach can assist.
• Confirm videos – Student volunteers (NHS, Lighthouse, and student government)

Strategy | Staff PD Offerings

Methods

• Encouraging staff to develop and offer internal professional development options within the scope of the DCIP and Priority plan foci.
• Support to explore MyLearningPlan (MLP), Rbern, and The SC Teacher’s Center for targeted professional development.

Resources

• Admin will share a form to see interest and recruit those exhibiting best practices aligned with DCIP and Priority plan foci.
• MLP/Teacher Center options presented on opening day.

Strategy | Video casted morning announcements, sharing events, and highlighting student achievements.

Methods

Newscast for morning announcements. Rotating between Mr. Risco and Mr. Feasel’s class.

Resources

• Identify students between classes – seniors, bi-lingual, and appropriate.
• Determine rotation of students.
• Ensure that announcements are shared with Mr. Risco.

Commitment 2 | We prioritize offering engaging and relevant lessons that support students to grow and thrive.

SMART Goal

By the end of June 2025, the triangular data points pertaining to student interest and engagement will increase by approximately 3% on the student voice, school perception (staff), and family engagement surveys through the use of the outlined strategies. See Progress Targets below for more details.

Why we are making this commitment

Student, staff, and family surveys indicate students are not interested in their classes and are not engaged. We commit to shifting from compliance to full engagement in classes.

In the 2024 student voice survey, 37.1% of students agreed or strongly agreed with the statement “Classes are interesting and keep my attention.” 48.8% of students agree or disagree with the statement “In class, we often work with partners, or in groups.” 46.5% of students agree or strongly agree with the statement “I am comfortable asking questions in class.”

63.9% of families agreed or strongly agree with the statement “Teachers make classes interesting and engaging.” 70.7% of staff agree or strongly agree with “Teachers make classes interesting and engaging.”

Students indicated in the committee meeting that opportunities to turn and talk to peers helps them feel engaged. Having the opportunity to choose a side and argue their points makes them feel engaged. Opportunities to do hands-on activities and choices help them feel engaged.

Teachers discussed that hands-on activities, simulations, experiences, and games make them feel their students are engaged.

Progress Targets

By the end of the year, we will look to the see the following occur:

End of the year goals, reviewing Triangle survey data in Spring of 2025 , we hope to see increases in the percentage of people who agree or strongly agree with statements regarding class interest and engagement.

We believe achieving the following Mid-Year Benchmark(s) will give us good insight into our ability to reach our year-end goal:

By reviewing walkthrough data, we hope to see more lessons that are relevant, engaging, and inclusive of student interest.

We believe we will be on track to meet our Mid-Year Benchmark(s) if six to ten weeks into the school year, we are able to reach the following Early Progress Milestones:

•  Student Data: By reviewing walkthrough data (engagement), attendance records and passing rates, we hope to see an increase in student engagement in the classroom. We hope to see an increase in student attendance. This will hopefully result in more students passing their classes.
• Adult/Schoolwide Behaviors and Practices: By reviewing walkthrough data, Staff PLC and SD conversations, We hope to see an increase in teachers and staff striving to make lessons engaging and interesting for students. We hope to see teachers trying new strategies that include student preference and interests. We hope to see teachers setting routines to allow for maximum learning.
• Student Behaviors and Practices: By reviewing discipline data, we hope to see We hope to see an increase in student engagement and a decrease in student behavioral issues within classrooms because interesting, engaging lessons prevent some disruptive behaviors. This will hopefully result in fewer referrals and disciplinary consequences.

Strategy | Utilizing research based  teaching practices to develop relevant and engaging lessons.

Methods

• Continued professional development (EDI, Multi Language Instruction, etc.) to develop lessons that are engaging and relevant.
• Staff will utilize at least one simulation, hands on activity, or student experience per month to increase relevance and engagement. Examples include:
  • imperialism simulation
  • parallel lines cut by transversal activity
  • virtual field trip
• Staff will use allotted PLC and/or CTT time to share, discuss, and create lessons and activities geared toward student engagement and relevance.
• Staff will have the opportunity to visit each other’s classrooms to view instruction or activities so they can collaborate as they build engaging lessons.

Resources

• Professional development during Staff Development meetings and conference days (Sheninger, SDI and EDI (RPC), other PD consultants like Rbern)
• CTT and/or PLC time devoted to discuss, share, and create engaging strategies and lessons
• Schedule of when walkthroughs occur

Strategy | Create classroom communities that foster respect and facilitate safe spaces for students to interact and learn together.

Methods

• Staff will integrate community building activities to create a classroom environment in which students feel comfortable participating and asking questions at least once a month. Example include:
  • Icebreakers: Start the year with fun icebreaker activities to help students get to know each other. Examples include “Two Truths and a Lie,” “Human Bingo,” and “Speed Networking.”
  • Classroom Agreements: Collaboratively create a set of classroom rules or agreements.
  • Team-Building Games
  • Student-Led Activities: Allow students to lead certain activities or discussions.
• Staff will fuse partner and group work within their classrooms to build authentic relationships, allow for academic discussions among students, and scaffold student participation to encourage all students to actively engage at least twice per month. Instructional strategies that allow for students to work together are:
  • Projects
  • Discussions (Academic Conversations)
  • Games
  • Peer review activities
  • Think-Pair-Share (and similar activities that allow for some communication between students as part of the learning process)
  • Jigsaw methods

Resources

• Reminder and brainstorming for building a classroom community (September Conference Days)
• Continued encouragement and PD to allow students to work together in the classroom
• Engagement Strategy Resource – topics include choice, voice, partner/group, closure relevance, games

Strategy | Collecting feedback from students throughout the year on what makes lessons engaging for them.

Methods

• Staff will create opportunities for student choice and voice through surveying students on their interests and offering personalized options to demonstrate learning at least once per month. Examples include:
  • Student surveys:
    explicit student voice through sharing options of methods, strategies, and techniques from a menu picked by the teacher.
  • Reflective Activities: Use reflective journals or exit tickets to give students a chance to express their thoughts and feelings about the class.
  • Selecting a topic to work on or explore
  • Personalized ways to demonstrate knowledge (paper, video, poster, Tik Tok, etc.).
    • Choice boards
    • Playlists
    • Menus
• As part of Mr. Adams’ Real Talk, he will ask students questions such as:
  • What does engagement mean?
  • What does engagement look like to you?
  • What makes lessons engaging to them?
  • What makes classrooms comfortable for them?
  • Why do students attend some classes and not others?
  • What encourages you to participate in classes or not participate in classes?
  • How do you know when you’re learning?
  • He will share themes and ideas with the staff so they can continue building their engagement strategies.
• Administration will use extra time in quarterly meetings to allow students to express opinions or preferences.

Resources

• Real Talk with Mr. Adams during lunch periods one per month
• Converting extra time in quarterly meetings to solicit opinions and preferences from students