STRATEGY 3
We will work with students to redefine their roles as active and engaged contributors to the learning experience of their schools and communities.
RESULT STATEMENT 3.1
Implement a pilot program of CommUNITY system within Seth Boyden Elementary School to serve as a model for a future district-wide program.
ACTION STEPS
3.1.1.Commitment by the administration and school board to implement, fund, and sustain a pilot program of a commUNITY system at Seth Boyden elementary school, with the intention of expanding it district-wide.
3.1.2.Create a CommUNITY committee (CC) within the pilot school including: (i) Director of Curriculum; (ii) Supervisor of Special Services K-5; (iii) Student Engagement Action Planning Committee member; (iv) building administrator(s); (v) faculty; (vi) staff; and (vii) student(s).
Once created, the CC will:
3.1.3.Formally agree that the building Principal, or other building administrator acting on his or her behalf, will be responsible for all aspects of the community program in his or her school.
3.1.4.Determine for the CommUNITY system: (i) program objectives; (ii) program goals; (iii) desired student response to the community system; and (iv) mission statement.
3.1.5.Meet with entire school faculty to present the program, host a Q&A, and solicit input for various aspects including, but not limited to: (i) structure of the space for meetings; (ii) optimal delivery of curriculum; (iii) etc.
3.1.6.Conduct a baseline evaluation of current school social and academic infrastructure in relation to the objectives of the CommUNITY system to determine what elements to incorporate into the program.
3.1.7.Analyze and quantify data from evaluation to develop the framework of the CommUNITY system incorporating research-based models, including but not limited to defining positions within each group.
3.1.8.Determine feasibility of existing physical structure to accommodate for (4) four equal communities, to allow for designated individual community areas, as well as common areas such as: (i) lunchroom; (ii) auditorium; (iii) gym; (iv) specials; (v) library; (vi) etc.
3.1.9.Propose candidates and solicit applicants for the following positions for each Community: (i) Head of each Community; (ii) Community Director (ii) Community Dean; (iii) Community Counselor. The building Principal will exercise final approval on all CommUNITY system positions. Positions outlined in attached addendum.
3.1.10. Assist, as needed, Principal and each Community Director, Dean, and Counselor with teacher, guidance counselor, and support staff assignments to each of the four smaller learning communities.
3.1.11.Create and adopt a consistent set of bylaws with the Principal, Community Directors and Counselors. The bylaws will use examples of language found in the attached addendum, modified and adopted, as needed, going forward.
3.1.12.Define role of student leaders from each smaller community, specific to each grade, actively promoting student leadership skills for all students. Please see addendum on student leaders.
3.1.13.Meet with school community to present the program, and host a Q&A.
3.1.14.Delegate the assignment of students to individual communities to the building administrator(s), and the Directors, Deans and Counselors. Assignments will be based on inclusiveness and equity. Assignments will be fair and equitable in regards to race, ethnicity, gender, gender identification, special needs, behavior needs, academic talent.
3.1.15.Formally agree that the building Principal, or other building administrator acting on his or her behalf, is the final authority on all student assignments, or re-assignments.
3.1.16.Determine annual selection of student leaders for each of the smaller communities: (i) peer nomination; (ii) teacher recommendation; (iii) other.
3.1.17.Assist CommUNITY leaders with creating a schedule of annual, monthly, and weekly events for cross-community participation, with input from student leadership. (i) Suggestions based on existing school and PTA events can be found in the attached addendum. Recommend renewing SOMSD’s successful elementary school character assemblies.
3.1.18.Advise CommUNITY leaders on calendaring community meetings: (i) how often; (ii) with whom; (iii) tied to specific events, (iv) etc.
3.1.19.Assist SOMSD and building administration to make available to building administrators, teachers, guidance counselors, social workers, and support staff, a robust menu of comprehensive, targeted professional development, with particular attention to: (i) facilitating discussions; (ii) restorative practice; (iii) coaching and mentoring; (iv) differentiation; and (v) universal design. Please see addendum for specific recommendations.
3.1.20.Evaluate the CommUNITY system in spring to determine whether: (i) program objectives were successfully set and met; (ii) program goals were met; (iii) student response to the community program met the goals set for the program.
3.1.21.Recommend adjustments to the program based on analysis of the spring evaluation.
3.1.22.Assist leaders with implementing agreed upon adjustments to the program, as needed.
3.1.23.Utilize the Leaders from Seth Boyden Elementary School with the CommUNITY system Committee to develop implementation district-wide.
STRATEGY 3
We will work with students to redefine their roles as active and engaged contributors to the learning experience of their schools and communities.
RESULT STATEMENT 3.2
Create and implement a Middle School Intramural Sports program at Maplewood and South Orange Middle Schools.
ACTION STEPS
3.2.1.Commitment by the administration and school board to implement, fund, and sustain a comprehensive middle school intramural sports program.
3.2.2.Designate lead building administrators for the SOMS and MMS pilot no-cut Middle School Intramural Sports (MSIS) program.
3.2.3.Create MSIS Committee that will include: (i) district administration; (ii) MMS and SOMS administration, faculty and staff, including physical education teachers; (iii) a member of the Student Engagement Action Planning Committee; and (iv) student(s).
Once created, the MSIS Committee will:
3.2.4.Identify and outline: (i) program objectives; (ii) program goals; (iii) steps to ensure student response to the Intramural Sports program meets the goals set for the program. See addendum.
3.2.5.Develop expectations of student athletes based on language adopted from the Columbia High School Student Family Handbook.
3.2.6.Liaise, as needed, with district and school personnel including but not limited to: (i) building assistant principals, (ii) nurses; (iii) social workers; (iv) department of special services; (v) local NJEA representatives; (vi) Youthnet and TryCAN; and (vii) applicable township and village recreation departments.
3.2.7.Consult, as needed, with applicable district administration, outside counsel, and township and village representatives for issues including but not limited to: (i) liability/insurance; (ii) special education; (iii) Title IX; (iv) township and village recreation department facilities use.
3.2.8.Survey teachers, building administrators and Supervisor for Special Services grades 6-12 to help guide decision making on issues such as: (i) sports offered; (ii) feasibility; (iii) accessibility; and (iv) developmental appropriateness.
3.2.9.Research and determine what sports for boys and for girls, independently, will be offered, taking into account input from and/or concerns about factors such as: (i) various surveys; (ii) existing community offerings; (iii) research-based programs and studies; (iv) cost of the program with regard to equipment, facilities, insurance, and personnel, etc.
3.2.10.Consider alternate funding sources, such as the HSAs or parent boosters.
3.2.11.Determine program schedule, considering influences such as: (i) number of practices per week; (ii) location; (iii) availability of coaches; (iv) other after-school student and/or teacher commitments, such as homework, Youthnet or school musicals.
3.2.12.Hire and/or assign coaches.
3.2.13.Secure facility(ies) and equipment, as needed.
3.2.14.Present the MSIS program to the school communities, and host a Q&A.
3.2.15.Promote MSIS pilot program via all available resources.
3.2.16.Assist students with registration for their top three course choices.
3.2.17.Ensure students are aware that: (i) sport placement is driven by overriding scheduling framework; and (ii) placements are on a first come, first served basis.
3.2.18.Schedule students for sports, as dictated by: (i) identified choices; and (ii) course availability.
3.2.19.Evaluate the MSIS program after the first season to determine: (i) program objectives are being met; and (ii) whether student response to the MSIS program met the goals set for the program.
3.2.20.Identify any adjustments to the MSIS program based on analysis of the evaluation.
3.2.21.Implement agreed upon adjustments to the MSIS program, as needed.
STRATEGY 3
We will work with students to redefine their roles as active and engaged contributors to the learning experience of their schools and communities.
RESULT STATEMENT 3.3
Create a three week Extra-session pilot program at Columbia High School, in collaboration with students, staff, and community members.
ACTION STEPS
3.3.1.Commitment by the administration and school board to implement, fund, and sustain an Extra-session program at Columbia High School.
3.3.2.Designate Head Administrator for Extra-session pilot program at Columbia High School, for grades 9-12.
3.3.3.Create an Extra-session Committee (EC) including: (i) district administration; (ii) building administration; (iii) faculty; (iv) student(s); and (v) one Action Planning Committee member.
Once created, the EC will:
3.3.4.Determine timing of Extra-session and incorporate into the schedule.
3.3.5.Research and determine possible credit allocation for specific Extra-session courses, including but not limited to Option 2 viability.
3.3.6.Partner with teachers to gain insight regarding: (i) objectives; (ii) feasibility (iii) benefits; (iv) areas of personal interest to parlay into course offerings, and (v) facilitator interest/availability.
3.3.7.Discuss with teachers type of Extra-session course offerings to consider, which may include: (i) internships; (ii) in-house offerings; (iii) off-site opportunities; and (iv) service learning.
3.3.8.Organize a forum for student body to: (i) present concept of Extra-session; (ii) outline benefits of participation; (iii) host Q&A.
3.3.9.Survey students to: (i) ascertain what they need to prepare for their future; and (ii) help determine course offerings.
3.3.10.Quantify and analyze data from survey, conscious of driving factors that contribute to responses.
3.3.11.Determine class offerings based on: (i) survey data; (ii) existing research-based programs.
3.3.12.Confirm teacher participation in course offerings.
3.3.13.Pair teachers and outside facilitators with course offerings
3.3.14.Facilitate a CHS Town Hall to: (i) present the Extra-session program; (ii) share ways families and community members can be involved, and (iii) host Q&A
3.3.15.Assist students with registration for their top three course choices.
3.3.16.Ensure students are aware that: (i) Extra-session course placement is driven by overriding scheduling framework; and (ii) placements are on a first come, first served basis.
3.3.17.Schedule students for Extra-session courses, as dictated by: (i) identified choices; and (ii) course availability.
3.3.18.EvaluateExtra-session after first session to determine whether: (i) program objectives were set and met; (ii) program goals were met; (iii) student response to Extra-session meets the goals set for the program
3.3.19.Determine any adjustments to the Extra-session program, based on analysis of the initial evaluation.
3.3.20.Implement agreed upon adjustments to the Extra-session program, as needed.
3.3.21.Encourage further evaluation by district administration and board of education, based on the success of the pilot program, for district-wide implementation.
STRATEGY 3
We will work with students to redefine their roles as active and engaged contributors to the learning experience of their schools and communities.
RESULT STATEMENT 3.4
Implement a district-wide sustainable Social and Emotional Learning Initiative.
ACTION STEPS
3.4.1.Commitment by SOMSD Administration and Board of Education to implement, fund, and sustain a district-wide social and emotional learning (SEL) initiative by purchasing and investing in the Nationally recognized CharacterPlus program, endorsed by Collaborative for Academic, Social, and Emotional Learning (CASEL).
3.4.2.Create an SEL committee whose members include, but are not limited to: (i) Assistant Superintendent; (ii) Director of Special Services; (iii) Elementary School Social Worker and Field Supervisor; (iv) Supervisor of Physical Education, Nursing and Health; (v) Assistant Superintendent of Curriculum; (vi) Teachers; and (vii) Strategic Direction Action Planning Committee member(s).
Once created, the SEL committee will:
3.4.3.Establish a comprehensive SEL framework that incorporates research-based, measurable objectives, goals, and desired student responses. This will include, but is not limited to, a framework for supporting children to: (i) acquire the knowledge, attitudes and skills necessary to recognize and manage their emotions; (ii) demonstrate caring and concern for others; (iii) establish positive relationships; (iv) make responsible decisions; and (v) constructively navigate challenging social situations.
3.4.4.Secure a commitment by SOMSD administration and Board of Education to fund and support targeted professional development as follows: (i) one session during teacher/staff development days at the start of the school year; and (ii) one session during teacher/staff development days mid-year. Additional professional development, as needed, to be funded by specific buildings, the Department of Special Services, and Department of Nursing and Health.
3.4.5.Organize and facilitate a community presentation and Q&A to promote the district-wide SEL initiative.
3.4.6.Direct building administrators to create SEL sub-committees at each school whose members include, but are not limited to: (i) administrator(s); (ii) social worker and/or guidance counselor; (iii) special education teacher; (iv) general education teacher; (v) parent; (vi) students, as applicable.
3.4.7.Ensure SEL committee and sub-committee members receive timely training provided by CharacterPlus. Training will include, but is not limited to, evaluating the overall district and/or individual school climates and cultures to identify needs and implement a targeted SEL program.
3.4.8.Direct SEL sub-committees to oversee and propel the district’s SEL initiative at their school.
3.4.9.Assist sub-committees with utilizing evaluation tools embedded in the CharacterPlus program to effectively tailor the program to address identified/targeted needs in their buildings, in alignment the over-arching SEL framework. The evaluation will identify the needs of the building, including, but not limited to: (i) professional development; and (ii) how progress will be assessed.
3.4.10.Assist SEL sub-committees to create a school-wide vision of students’ social, emotional, academic development for a safe and supportive learning environment that reflects the over-arching framework of the district-wide SEL initiative.
3.4.11.Assist each building sub-committee with development of individual plans for SEL implementation and climate improvement, that aligns with the over-arching framework and district guidelines, and takes into consideration: (i) financial constraints; and (ii) set and flexible elements, inherent of the CharacterPlus program, which are in place to ensure continuity across buildings and grade levels.
3.4.12.Confirm alignment of SEL programs and implantation strategies for each building with the district-wide over-arching framework.
3.4.13.Adjust building programs and implementation strategies with SEL sub-committees, as needed, for compliance district-wide framework.
3.4.14.Direct SEL sub-committees to formally adopt their SEL program vision and implementation strategy.
3.4.15.Assist sub-committees with organizing and presenting building SEL initiatives to their school community to support a healthy alignment of home to school connection. There will be three presentations for each building, spread across the school year: (i) fall; (ii) winter; (iii) spring.
3.4.16.Direct SEL sub-committees to provide their school community with information to support the SEL initiative at home with: (i) an inter-active parent night to familiarize the community with skills and prompts, and help them understand how best to coach their children; (ii) materials, hard copy and electronic, with information about how they can actively support the values and processes of the district-wide SEL initiative.
3.4.17.Ensure sub-committee implementation of the CharacterPlus program in each building.
3.4.18.Mandate that all building administrators participate in SEL training alongside faculty and staff. This will ensure: (i) a common understanding of concepts, vocabulary, and logistics; and (ii) an active demonstration of key role leadership plays in creating a climate conducive to effective SEL development and implementation.
3.4.19.Mandate, where not prohibited by contract, that all building staff receive targeted SEL training, including, but not limited to: (i) paraprofessionals; (ii) lunchroom aides; and (iii) PTA and HSA members.
3.4.20.Develop a plan for ongoing professional development to support school personnel on continued use of: (i) common language; (ii) researched approaches and techniques to support students, (iii) etc.
3.4.21.Instruct SEL sub-committees to turn-key designated SEL program goals and objectives with staff during the first month of school.
3.4.22.Direct SEL sub-committees to partner with the following SOMSD groups to promote and support the SOMSD SEL initiative: (i) school PTA or HSA; (ii) the Parenting Center; (iii) D.A.R.E. programs; (iv) the Achieve Foundation; and (v) the SEPAC.
3.4.23.Assist the SEL sub-committees, as needed, with continued community outreach through various efforts in order to sustain a robust district-wide SEL program.
3.4.24.Direct sub-committees to evaluate the SEL programs at each school by collecting and quantifying the following data at mid-year and year-end: (i) teacher interim report cards; and (ii) other measurable criteria identified and agreed upon by the SEL committee.
3.4.25.Assist sub-committees with analyzing data from mid-year and year-end evaluations, and identifying areas of program to adjust.
3.4.26.Confirm proposed individual building SEL program adjustments align with the over-arching framework of SEL initiative, and if so, approve adjustments in a timely manner. In areas of disagreement, advise SEL sub-committee on alternative adjustments, and approve in a timely manner.
3.4.27.Direct SEL sub-committees to create a formal year-end annual summary (uniform format to be determined) of their building SEL program, based on data collected through evaluation process, that reflects whether: (i) building SEL program objectives were successfully set and met; (ii) building SEL program goals were met; (iii) student response to SEL initiatives met the goals set for the program.
3.4.28.Compile and analyze annual sub-committee year-end evaluation summaries to determine whether: (i) district-wide SEL initiative objectives were successfully set and met; (ii) district-wide SEL initiative goals were met; (iii) student response to SEL initiative met the goals set for the program.