!!!!!!!!!!!!!!!!!!!!!!!

School District of Milton

STRATEGIC PLAN

Established: 2014-2015 School Year

!!!!!!!!!Timothy J. Schigur District Administrator

Mary Ellen Van Valin Director of Business Services

Susan L. Probst Director of Pupil Services

Heather N. Slosarek Director of Curriculum & Instruction

!

448 E. High Street • Milton, WI 53563 • Phone (608) 868-9200 • Fax (608) 868-9215 • www.milton.k12.wi.us

STRATEGIC PLAN I am proud to present, on behalf of the Stakeholder-Driven Strategic Planning Team, the School District of Milton’s Strategic Plan. The team consisted of 37 members (see attached roster), including district staff, community leaders, parents, business owners and elected officials, who met over the course of six meetings from September 2014 through February 2015. The plan was created by the team and establishes strategic objectives for the District supported by these five key areas of focus. Those five areas of focus include Student Learning, Employee Development, Educational Support Systems, Financial Planning, and Facilities. The collaborative discussions centered on the five Student Outcomes:

• Learning Outcomes • Skill Development • College and Career Readiness • Character Development • Sense of Community

The process for establishing these strategic objectives included the use of a community priorities survey, which contained more than 1,100 responses. Community members and the District’s administrative team identified four foundational pillars of critical support that help sustain our effort in achieving the goals and objectives presented within this plan. These foundational support areas are:

• Community Support • Strong Leadership and Staff • Financial Stability • Strong Infrastructure and Resources

The strategic plan provides a roadmap for our Board of Education and staff that includes visionary strategic objectives, goals, and specific action steps designed to build upon and continually improve the educational experience we offer our students. The Board of Education’s Strategic Planning Committee has prioritized the recruitment and retention of staff and the facility and instructional needs assessment as two areas to be addressed immediately. I look forward to the journey along that roadmap, as we continue to work in partnership with our students, parents and staff to shape the future of our great school district! Sincerely, Timothy J. Schigur District Administrator School District of Milton

STAKEHOLDER-DRIVEN STRATEGIC PLANNING TEAM ROSTER

Adamson Clayton Barbeau Rebecca Bilhorn Jeremy *Birchbauer Louis Brandt Barry Brandt Jonah Crull-Hanke Shelly Cruzan Jon Cullen Bob Curley Donna Davis Lori Drew Beth Farrar Jessica Hammil Brian Hickman Kevin Honold Dan Jackson Chuck Johnson Sue Keeser Sandy Lubke Betsy Mallon Scott Martin Joe Mullen Angie Pillard Diane Probst Susan Quade Steve Schigur Tim Schuetz Jerry Slosarek Heather Stoffel Jan Struessel Garrett Van Valin Mary Ellen Vruwink Don Welch Doug Wilke Nate Wilkinson Brendon Wilson Bill

*WASB Facilitator

School District of Milton Strategic Planning Opportunity. Achievement. Community.

WHAT MAKES MILTON A GREAT SCHOOL DISTRICT? !!

Skill Development

College & Career

Readiness

Character Development

Sense of Community

Learning Outcomes

Strong Leadership & Staff

Areas of Focus Initiatives/Strategies

Student Outcomes

Co

mm

un

ity S

up

po

rt

Fina

nc

ial Sta

bility

Infrastructure & Resources

Student L

earning

Support Systems

Employee Developm

ent

Fiduciary Planning

Facilities

Foundational Platform !

School District of Milton Strategic Plan

Overview of Student Outcomes Goals

Learning Outcomes All School District of Milton students will demonstrate growth in the core curricular areas (Literacy and Math), as measured by the district’s balanced assessment measures (standardized tests, district screeners and common summative assessments).

Priority Areas for 2015-2016 • Comprehensive Professional Development Plan • Facility and Instructional Needs Assessment (w/ Class Size Survey) • Staff Salary Structure

Skill Development By the end of the PreK-12 experience, all School District of Milton students will be able to communicate and collaborate successfully with peers, staff and community members through a variety of media (written, oral, body language, technology use, etc.), as measured by ACT English and Writing scores and an Academic and Career Plan community presentation.

Priority Areas for 2015-2016 • 1:1 Technology Implementation and Sustainability • Facility and Instructional Needs Assessment • Post-Graduation Survey Development (One-Year & Five-Year)

College and Career Readiness All School District of Milton students will graduate College and Career Ready, as measured by successful completion of credit requirements and an Academic and Career Plan.

Priority Areas for 2015-2016 • Academic and Career Plan • Post-Graduation Survey Development (One-Year & Five-Year)

Character Development All School District of Milton students will demonstrate growth in character development (social, emotional, physical and behavioral well-being, character skills, and citizenship), as measured by an annual review of PreK-12 character development indicators. (i.e. discipline rates, student awards and recognitions, Youth Risk Behavior Survey, PBIS building surveys.)

Priority Areas for 2015-2016 • Character Curriculum Community Events

Sense of Community All School District of Milton students will participate and/or be engaged in the School District of Milton community, as measured by engagement indicators both within and outside the school day.

Priority Areas for 2015-2016 • Student Participation Measurement Tool • Student/Community Event Participation Communication Plan

! Learning Outcomes Goal:

All School District of Milton students will demonstrate growth in the core curricular areas (Literacy and Math) as measured by the district’s balanced assessment measures (standardized tests, district screeners and common summative assessments).

2014-2015: Baseline and End-of-Year

• _____% of students in grades 2-12 demonstrated growth from the Fall 2014 to Spring 2015 STAR Reading and Math district screening test.

Action Step LO.1: Throughout the 2015-2016 school year, School District of Milton professional staff will use embedded professional development and ongoing instructional coaching to improve core curriculum and instructional strategies focusing on high expectations and student learning styles, as measured by Educator Effectiveness Plan and end-of-the-year evaluations.

Action Step LO.2: By November 2015, the School District of Milton Administrative Team will develop and implement an annual budget proposal aligned with the 2016-2017 Curriculum Cycle to support the plan for continued updates and alignment of the year’s proposed curricular and instructional area(s), as measured by an evaluation of the usage of funds allocated to the identified curricular goals.

Action Step LO.3: In the 2015-2016 school year, the SDM will develop a Professional Development Plan to ensure that teachers are supporting student learning needs and meeting grade level benchmarks for the Common Core State Standards and the College and Career Readiness Standards.

Action Step LO.4: During the 2015-2016 school year, the School District of Milton will develop and implement a comprehensive recruitment and retention plan focusing on continued education and professional development of high quality teaching staff and administrators, as measured by the combination of Educator Effectiveness Plan evaluations and staff turnover ratios.

Action Step LO.5: During the 2015-2016 school year, the School District of Milton will develop a comprehensive recruitment and retention plan including the development of a salary structure that will attract and retain staff through

incentivized professional growth opportunities to be implemented in the 2016-2017 school year, as measured by staff evaluations and turnover ratios.

Action Step LO.6: During the Spring of 2015, the School District of Milton will conduct a Facility/Space and Instructional Needs Assessment to analyze current learning areas as a means to ensure a safe and engaging learning environment for all students, offering recommendations to optimize learning in the various grade levels and curricular areas.

Action Step LO.7: During the 2015-2016 school year, the District Administrative Team and a Class Size Sub-Committee will research, define and seek to maintain optimal class sizes and intervention group sizes to ensure fidelity to curricular programming and learning benchmarks, as measured by a newly developed district class size rubric that considers student age, grade level, curricular programming, instructional space, and classroom support.

Action Step LO.8: During the Summer of 2015, the District Administrative Team and Communications Supervisor will develop a District Learning Communication Plan focusing on parent/family involvement and participation in learning initiatives of the district to be implemented at the beginning of the 2015-2016 school year, as measured by online communication logs and district learning activity attendance.

Indicates Priority Action Step for 2015-2016 School Year

Skill Development Goal: By the end of the PreK-12 experience, all School District of Milton students will be able to communicate and collaborate successfully with peers, staff and community members through a variety of media (written, oral, body language, technology use, etc.), as measured by ACT English and Writing scores and an Academic and Career Plan community presentation. 2014-2015: Baseline ACT English and Writing Scores

• _____% of students in Grade 11 (Class of 2016) demonstrated proficiency by meeting or exceeding the readiness benchmark in both their ACT English and ACT Writing subtests during the 2015 ACT plus Writing test administration.

Action Step SD.1: In the 2015-2016 school year, the SDM will develop “Soft-Skill/ Work-Habit” Essential Learning Outcomes (ELOs) and learning targets to be embedded in curricular programming across all grade levels.

Action Step SD.2: During the 2015-2016 school year, the SDM will review current oral (speaking/listening) and written communication curriculum in 7-12 English Language Arts classrooms as a means of developing future expectations for improved communication skills.

Action Step SD.3: Beginning in 2015-2016, the annual SDM budget will include resources to support the implementation, replacement, and updates of the district 1:1 technology initiative, as measured through an annual review of technology instruction and expenditures.

Action Step SD.4: During the Spring of 2015, the School District of Milton will conduct a Facility/Space and Instructional Needs Assessment to analyze current learning areas as a means to ensure a safe and engaging learning environment for all students, offering recommendations to optimize appropriate social space interaction opportunities to demonstrate skill development within the buildings in the various grade levels and curricular areas.

Action Step SD.5: By December 2015, SDM will develop and distribute a one-year and five-year survey for all Milton High School graduates, as a means of guiding instructional planning in the area of skill development. The survey will be distributed electronically and through direct mail and will assess the preparation provided by the School District of Milton.

!College and Career Readiness Goal: All students of SDM will graduate College and Career Ready, as measured by successful completion of credit requirements and an Academic and Career Plan. 2014-2015: Baseline ACT/ACT WorkKeys Scores; Graduation Rate

• _____% of students in Grade 11 (Class of 2016) demonstrated proficiency by meeting or exceeding the readiness benchmark in both their ACT Composite and ACT WorkKeys tests during the 2015 ACT plus Writing test administration.

• _____% of students in Grade 12 (Class of 2015) completed credit requirements for graduate in June 2015.

Action Step CCR.1: In the 2015-2016 school year, the SDM will develop a 6-12 Curriculum Plan to support the state-required Academic and Career Plan for all students, which will be implemented for the 2016-2017 school year.

Action Step CCR.2: By November 2015, the School District of Milton Administrative Team will develop and implement an annual budget proposal aligned with the 2016-2017 Curriculum Cycle to support the plan for continued updates and alignment to College and Career Readiness standards, as measured by an evaluation of the usage of funds allocated to the identified curricular goals.

Action Step CCR.3: In the Summer of 2015, the SDM will write and develop a strategy for the implementation of a one-year and five-year survey for all Milton graduates, which will a) gather data on SDM graduates college and career status after leaving the district, b) seek to measure the degree to which they were prepared for college/career after leaving the district, and c) seek to gather information that can be used to improve programing across all grade levels.

Action Step CCR.4: In the 2015-2016 school year, the SDM will coordinate existing K-12 activities in an effort to develop a comprehensive plan to develop partnerships with community organizations for two major purposes: a) build community partnerships to foster student and parent exposure to career learning opportunities and b) build community partnerships to actively encourage community members to work with students develop and critique their Academic and Career Plans.

!Character Development Goal: All School District of Milton students will demonstrate growth in character development (social, emotional, physical and behavioral well-being, character skills, and citizenship), as measured by an annual review of PreK-12 character development indicators. (i.e. discipline rates, student awards and recognitions, Youth Risk Behavior Survey, PBIS building surveys.)

2014-2015: Baseline End-of-Year (2014-2015) and Baseline from Start of the 2015-2016 School Year

• ___ out of 7 buildings achieved both an 80% or higher implementation score on the Self-Assessment Survey (SAS), and _____ out of 7 buildings achieved an 80% consistency score on the Monitoring Advanced Tiered Tool (MATT) assessment in Year 2 of Selected (Tier 2) Implementation of Positive Behavior Intervention and Supports (PBIS).

Action Step CD.1: By the beginning of the 2016-2017 school year, staff will infuse character development (PBIS) expectations and social/emotional Essential Learning Outcomes in their curricular areas, as measured by a presence of their expectations in the course syllabi and teacher lesson plans and the observation of expectations in administrative walkthroughs. Action Step CD.2: By November 2015, the School District of Milton Administrative Team will develop and implement an annual budget proposal aligned with the 2016-2017 Curriculum Cycle to support consistent character education needs (through PBIS, Second Step and Counseling curricula) throughout all grade levels, as measured by an evaluation of the usage of funds allocated to staff PBIS training and character development resources. Action Step CD.3: By the end of the 2015-2016 school year, all buildings will have at least one new community event tied to the character curriculum in an effort to help parent reinforce skills learned in the school settings, as measured by each building’s PBIS Benchmark of Quality (BOQ) end-of-the-year assessment.

Sense of Community Goal All School District of Milton students will participate and/or be engaged in the School District of Milton community, as measured by engagement indicators both within and outside the school day. 2014-2015: Baseline Non-Discrimination Report Participation in Activities

• _____% of students in the School District of Milton participate in extracurricular and/or co-curricular activities as defined by the Non-Discrimination Report.

Action Step SC.1: Beginning in the 2015-2016 school year, the SDM will measure, evaluate and seek to improve student participation and attendance in extra curricular and co-curricular events.

Action Step SC.2: Beginning in the 2015-2016 school year, staff will develop a measurement tool, quantify and communicate building use of district facilities for in-district and non-district related community activities, as measured by facility use forms.

Action Step SC.3: During the Summer of 2015, the District Administrative Team and Communications Supervisor will develop a District Learning Communication Plan focusing on parent/family involvement and participation in community-based learning events, as measured by event attendance.

Action Step SC.4: During the Spring of 2015, the School District of Milton will conduct a Facility/Space and Instructional Needs Assessment to analyze current learning areas as a means to ensure a safe and engaging learning environment for all students, offering recommendations to optimize the opportunities for co-curricular activities, extra-curricular activities, and community-based activities.

Action Step SC.5: During the 2015-2016 school year, SDM will align, measure and publicly share student participation in all district opportunities aligned with community partnerships (#1 Milton, Youth Options, Youth Apprenticeship Programs, food drives, charitable events, etc.), as measured by the District Annual Report.

School District of Milton Strategic Plan

Glossary of Terms

1:1 Technology Program

One-to-one technology refers to academic institution, districts or schools issuing each enrolled student an electronic device in order to access the Internet, digital course materials and digital textbooks in an effort to enhance student learning and support the development of 21st century skills (critical thinking, communication, collaboration, creativity, life and career skills, and information, media and technology skills.

Academic and Career Plan

Academic and Career Planning (ACP) is a student-driven, adult-supported process in which students create and cultivate their own unique and information-based visions for post-secondary success, obtained through self-exploration, career exploration, and the development of career management and planning skills. The ACP is required for all students grades 6-12 beginning in the 2017-2018 school year.

ACT

American College Test (ACT) is a standardized assessment used to measure college readiness in the areas of English, Mathematics, Reading, Science, and Writing. The ACT assessment serves as the first component to Wisconsin Department of Public Instruction's (DPI) mandatory state assessment for high school juniors, and it is the primary assessment used for college admissions and placement.

ACT WorkKeys

ACT WorkKeys is a job skills assessment used to measure foundational and soft skills, offering specialized assessment to target institutional needs for high performance in the workplace. The ACT WorkKeys serves as the second component to Wisconsin Department of Public Instruction's (DPI) mandatory state assessment for high school juniors. Upon taking the ACT WorkKeys, students may obtain a National Career Readiness Certificate credentials in the areas of Applied Mathematics, Reading for Information and Locating Information.

Appraisal Evaluation

The Appraisal Evaluation is the board-approved, annual, and formal evaluation used to evaluate all district professional and support staff. Appraisal evaluations include both basic performance expectations rated as satisfactory or unsatisfactory and professional performance expectations rated as distinguished, proficient, basic and unsatisfactory.

Attainment

A "point-in-time", benchmark measurement of student learning, typically expressed in terms of proficiency categories (advanced, proficient, basic, and minimal).

Balanced Assessments

A balanced assessment system is the foundation of Wisconsin's approach to assessment, offering a continuous series of different assessments designed to inform and evaluate the teaching and learning cycle. The series includes formative, benchmark, and summative assessments.

Baseline Assessment

A baseline assessment is the initial collection of data, which serves as a basis for comparison with the subsequently acquired data.

Benchmark Assessments

Benchmark assessments are periodic assessments designed to benchmark and monitor student learning at key intervals, such as the end of a lesson or unit of study.

Benchmark of Quality

The Benchmarks of Quality are used by teams to evaluate the status of school-wide Positive Behavior Intervention and Supports (PBIS) and to provide a way to assess and identify areas of strength and need for establishing future action plans for sustained implementation. It includes ten critical elements: PBIS teams, faculty commitment, effective procedures for dealing with discipline, data entry and analysis plan, expectations and rules developed, rewards/recognition program established, lesson plans for teaching expectations, implementation plan, classroom systems, and evaluation.

Character Development

Indicators

Within the PBIS system evaluation cycle, there are four key indicators: context, input, fidelity and impact. Context indicators document the program's goals, objectives and activities and serve as a foundation for what needs to be done. Input indicators document what needs to be done, address the problems and manage opportunities in the program. Fidelity indicators document how faithfully the program is implemented relative to its original design and focus. Impact indicators document intended and unintended outcomes of the program.

Class Size Sub-Committee

The Class Size Sub-Committee will be comprised of a variety of district stakeholders (board members, administrators, teachers, etc.) tasked to research, evaluate and provide class size recommendations based on grade level, department/subject specific notations and best practice indicators.

Classroom Walkthroughs

Classroom walkthroughs are frequent 3-8 minute administrative classroom visits focused on specific "look-fors" to give administrators valuable insights into the effectiveness of the educational system in their building.

Co-Curricular Activities

Co-curricular activities refer to activities, programs and learning experiences that complement what students are learning in school, but separated from academic coursework. They often take place outside of school or after regular school hours.

College and Career Readiness

From an academic perspective, college and career readiness is defined as a high school graduate demonstrating the knowledge and skills in English, mathematics, reading and science necessary to qualify for and succeed in entry-level, credit-bearing postsecondary coursework without the need for remediation and qualify for and succeed in postsecondary job training and education necessary for their chosen career.

College and Career Readiness

Standards (CCRS)

The ACT College and Career Readiness Standards are derived descriptions of the essential skills and knowledge students need to become ready for college and career, giving clear meaning to test scores and serving as a link between what students have learned and what they are ready to learn next. The standards are outlined for English, mathematics, reading, science, and writing.

Common Core State Standards (CCSS)

The Common Core State Standards are a set of high-quality academic standards in English Language Arts/Literacy (ELA) and mathematics, created to define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entry-level careers, introductory academic college courses and workforce training programs.

Common Formative Assessments

Common formative assessments are student-centered, classroom strategies which illicit information regarding learning to quickly inform instruction.

Common Summative

Assessments

Common summative assessments are defined as assessments at the end of a course or large-scale standardized assessments that monitor students' cumulative learning across an extended period of time.

Curriculum Cycle

A curriculum cycle is a systematic process for maintaining, implementing and updating PreK-12 curriculum, ensuring that all classroom materials are up-to-date with district goals, national and state standards, and instructional best practices. The cycle includes a multi-year process for evaluating current program content, researching and developing new materials, piloting and implementing new curricula and evaluating its overall effectiveness as measured through student growth and achievement.

Curriculum Plan

A curriculum plan is a core set of expectations that are clearly articulated and aligned to grade level standards and expectations that guide consistent curricular, instructional and assessment practices. Essential components of the plan include: calendar of objectives, PreK-12 scope and sequence in all departmental, subject-area strands, instructional alignment charts and common assessment instruments.

District Universal Screeners

District Universal Screeners are brief assessment tools used to focus on targeted skills (specifically in literacy, mathematics, and behavior) that are highly predictive of future outcomes. District screeners are typically conducted three times per school year (Fall, Winter, and Spring) to identify individual student needs for support, intervention or extension based on nationally normed benchmarks.

Educator Effectiveness

The Wisconsin Educator Effectiveness System provides a performance-based evaluation that leads to improved student learning by supporting the continuous improvement of educator practice. It ensures that educators receive quality data to identify and inform individual areas of 1) strength, 2) needed improvement, and 3) ongoing support for professional growth. An Educator Effectiveness Cycle consists of three years (two supporting years and one summary year).

Educator Effectiveness Plan

The Educator Effectiveness Plan (EEP), completed each year by designated, professionally certified staff members, provides a focused plan for staff based on desired student outcome goals and aligned instructional practice to achieve those goals. EEP's consist of a student learning objective (SLO) for teachers/staff and a school learning objective (SLO) for administrators, as well as a professional practice goal (PPG).

Embedded Professional

Development

Embedded professional development refers to teacher learning that is grounded in day-to-day teaching practice (throughout the school year) and is designed to enhance teachers' content-specific instructional practices with the intent of improving student learning.

Engagement

Student engagement is defined as all students cognitively participating in activities and assignments in their exploration of content and development of skills. It includes linking student knowledge to experiences; advancing understanding through group work; choosing, adapting or creating materials to enhance their own purposes; and participating in reflective, metacognitive thinking.

Engagement Indicators

Learner engagement indicators can be defined in five levels: authentic engagement, strategic compliance, ritual compliance, retreatism and rebellion. They define how students respond or adapt to school-related tasks and activities.

Essential Learning Outcomes

Essential Learning Outcomes are a comprehensive set of learning goals that are fostered and developed across a student's entire educational experience, marking specific, aligned standards (Common Core State Standards or College and Career Readiness Standards) to be mastered at each grade level. They reflect the knowledge, skills and competencies students need to remain on pace for college and career readiness.

Extracurricular Activities

Extracurricular activities are activities not falling within the scope of regular curriculum that are completed at school, including athletics.

Facility Space Needs Assessment

The Facility Space Needs Assessment is a planning technique used by organizations to determine current and future needs by evaluating the current facilities and space needs, completing a feasibility study to outline cost estimates and financial capabilities, and providing recommendations for future renovations, expansions and/or design phases.

Graduation Rate

The four-year graduation rate is defined as the number of students in the cohort who graduate within four years with a regular high school diploma divided by the number of students who form the four-year adjusted cohort for the graduating class.

Growth

A measurement of student learning, typically expressed as a percentage of movement from a pre-assessment to a post-assessment in a designated duration of time (often an academic school year).

Instructional Coaching

Instructional coaching brings evidence-based practices into classrooms through the collaborative administration of one-on-one and small group professional development. Instructional coaching is data-driven with specific goals to increase student engagement, improve student achievement and build teacher capacity in a specific subject-area (literacy, mathematics, technology or general instructional strategies).

Intensive (Tier 3) Intervention

Intensive (Tier 3) Interventions are defined as one-on-one instruction that relies on evidence-based interventions that specify the instructional procedures, duration and frequency of instruction in areas of literacy, mathematics, and behavior. Intensive (Tier 3) interventions focus on the needs of individual students who are experiencing significant problems meeting grade-level benchmarks and/or have not shown adequate progress in Select (Tier 2) interventions. Intensive (Tier 3) interventions are typically offered 4-5 days a week for 30-40 minutes each session, depending on the intervention delivery model.

K-12 Alignment

K-12 Alignment is defined as a strong scope and sequence of Essential Learning Outcomes and Learning Targets aligned to the Common Core State Standards and College and Career Readiness Standards that provides seamless transitions across grade levels, buildings, and subject areas.

Learning Targets

Learning targets are constructed to inform students of a clear purpose of daily lessons and activities. They are intended to be developmentally appropriate and shared in student-friendly "I can..." statements that use culturally respectful language. A learning target should convey to student what the day's lesson should mean for them.

Literacy

Literacy contains all of the components necessary for students to master written and oral communication including reading, writing, speaking, listening and viewing. An effective balanced literacy plan provides students with direct instructional support and a variety of daily reading and writing experiences that are needed in the complex process of becoming strong independent readers, writers, speakers and communicators.

Monitoring Advanced Tiered

Tool

The Monitoring Advanced Tiers Tool (MATT) is a coach guided self-assessment tool that allows school teams to progress monitor their initial implementation of Selected (Tier 2) and Intensive (Tier 3) behavior support systems within the school. The MATT consists of four parts: the training presentation for coaches, the coaches' interview guide, the team scoring guide and action plan.

Non-Discrimination Annual Report

The Non-Discrimination Program provides technical assistance to local school districts, parents and school district residents on matters relating to nondiscrimination and equality of educational opportunity under state law and related federal laws, and the pupil discrimination complaint and appeal process under state law and rules. The law requires each school district to submit an annual compliance report to the Department of Public Instruction and periodically conduct a self-evaluation of the status of pupil nondiscrimination and equality of educational opportunity.

One-Year and Five-Year Post

Graduation Survey

The One-Year and Five-Year Post Graduation Surveys serve to measure district curricular effectiveness, college and career preparedness and readiness, and students' post-graduation pathways and successes. These surveys will inform administration on strengths and areas for improvement in PreK-12 curricular and instructional programming, as well as measure students' successes in higher education (technical college, 2-year college, 4-year college, etc.), the military or the workplace.

Participation Rate

Participation rate refers to the number of students who actively participate in extracurricular and co-curricular activities, as well as school and community sponsored events.

Positive Behavior Interventions and

Supports (PBIS)

Positive Behavior Interventions and Supports (PBIS) is the emphasis on a school-wide system of support that include proactive strategies for defining, teaching and supporting appropriate student behaviors to create positive school environments in classroom and non-classroom settings (such as hallways, buses, restrooms, etc.). The system supports student behavior through outcomes, practices, data analysis and systems.

Professional Development

Professional development encompasses all types of facilitated learning opportunities including academic degrees to formal coursework, conferences and information learning opportunities situated in practice. There are a variety of approaches to professional development, including consultation, coaching, professional learning community

practice, lesson study, mentoring, reflective supervision and technical training.

Professional Development Plan

A Professional Development Plan is a comprehensive outline of all professional development opportunities and offerings (beginning of the year trainings, embedded training, faculty meetings, professional learning communities, conferences, etc.) written to align with district objectives and building student achievement goals and implemented in an effort to support and retain high quality professional staff.

Professional Practice Goal

Professional Practice Goals (PPGs) are goals focused specifically on an educator's practice. Initial areas of improvement are identified using Charlotte Danielson’s Framework for Teaching rubric, which measure Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. This goal is not scored in the Educator Effectiveness Plan; however, it serves to align an educator's SLO to his/her professional performance.

Professional Staff

Professional Staff refers to all certified and licensed staff members, including administrators, teachers, counselors, school psychologists, instructional specialists, therapeutic specialists, and technology specialists.

Recruitment and Retention Plan

A Recruitment and Retention Plan is a comprehensive outline of the district's effort to recruit and retain highly qualified professional and support staff through the implementation of a strong salary structure, ongoing professional development plan, and other staff-based incentives to maintain strong curricular programming and student opportunities within the PreK-12 educational system.

Rubric

A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. It divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts.

Salary Structure

Salary structures are developed to ensure that pay levels for groups of jobs are competitive externally and equitable internally. A well-designed salary structure allows administration to reward performance and skills development while controlling overall base salary cost by providing a range paid for particular responsibilities and roles.

School to Work Coordinator

A school-to-work coordinator supports students in their efforts to obtain work experiences while attending high school. The coordinator develops and facilitates delivery of school to work programs, services and activities; participates in planning committees with district personnel,

community agency representatives, parents and students; and ensures the completion of projects within budget requirements and complying with the terms and conditions of grants. Additionally, the school-to-work coordinator will facilitate the completion of the Academic and Career Plan.

Second Step

The research-based Second Step program includes everything needed to make it easy for teachers to integrate social-emotional learning into their classrooms, which decreases problem behaviors and increases whole-school success by promoting self-regulation, safety, and support. Lessons are developmentally aligned and include such topics as listening, focusing attention, following directions, identifying feelings, caring and helping, and thinking of solutions.

Selected (Tier 2) Intervention

Selected (Tier 2) Interventions are defined as small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration and frequency of instruction in areas of literacy, mathematics, and behavior. Selected (Tier 2) interventions are typically offered 2-3 days a week for 20-30 minutes each session, depending on the intervention delivery model.

Self-Assessment Survey

In Summary Years of Educator Effectiveness Cycles, each professional staff member reflects on his/her practice at the beginning of the school year by completing a Self-Review. The Self-Review focuses on Danielson's Framework for Teaching domains and components and provides the staff member with an assessment of their strengths and areas for improvement.

Soft Skill

Soft skills is a sociological term relating to a person's EQ (Emotional Intelligence Quotient), the cluster of personality traits, social graces, communication, language, personal habits, friendliness, and optimism that characterize relationships with other people.

Standardized Assessment

Standardized assessments are designed in such a way that the questions, conditions for administering, scoring procedures and interpretations are consistent and are administered and score in a predetermined, standard manner. In most cases, standardized assessments are state-mandated tests including the Badger Exam 3-8, WKCE, ACT Aspire, ACT and Dynamic Learning Maps.

STAR Math

STAR Math is an district screening assessment of math achievement for students in grades 2-12. STAR Math tracks development in four domains: Numbers and Operations, Algebra, Geometry and Measurement, and Data Analysis, Statistics and Probability.

STAR Reading

STAR Reading is an district screening assessment of reading comprehension and skills for independent readers in grades 2-12. STAR Reading tracks development in five domains: Word Knowledge and Skills,

Comprehension Strategies and Constructing Meaning, Analyzing Literary Text, Understanding Author's Craft, and Analyzing Argument and Evaluating Text.

Student Learning Objective

Student Learning Objectives (SLOs) are rigorous, achievable goals developed collaboratively by teachers and their evaluators based on identified student learning needs across a specified period of time (typically an academic year). Professional staff members develop one SLO annually, for a minimum of one to three SLOs available as evidence towards their final SLO score in the Summary Year of their Educator Effectiveness Cycle.

Support Staff

Support Staff refers to all staff members serving in a supporting role to the professional staff, including supervisors, paraprofessionals, administrative assistants, clerical and instructional aides, food service members, custodians and technology department members.

Youth Apprentice Program

Youth Apprenticeship (YA) programs integrate school-based and work-based learning to instruct students in employability and occupational skills defined by Wisconsin industries. Students are simultaneously enrolled in academic classes to meet high school graduation requirements, in a youth apprenticeship related instruction class, and are employed by a participating employer under the supervision of a skilled mentor.

Youth Options

Wisconsin's Youth Options Program allows public high school juniors and seniors who meet certain requirements to take postsecondary courses at a UW institution, a Wisconsin technical college, one of the state's participating private nonprofit institutions of higher education, or tribally-controlled colleges. Approved courses count toward high school graduation and college credit.

Youth Risk Behavior Survey

The Youth Risk Behavior Survey monitors six types of health-risk behaviors that contribute to the leading causes of death and disability among youth and adults, including 1) behaviors that contribute to unintentional injuries and violence, 2) sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, 3) alcohol and other drug use, 4) tobacco use, 5) unhealthy dietary behaviors, and 6) inadequate physical activity.