Between Jan. 11 and Jan. 21, the Board of Education and administration collected input from students, parents/guardians and staff in Lakeville Area Schools on defining their “desired daily experience.” This was a key step in shaping the long-term plan for the district. Prior to taking the survey, stakeholders were asked to review the draft Desired Daily Experiences linked in the sections below. 

Following the closing of the Desired Daily Experience survey, a revised draft was presented to the strategic planning team, composed of groups representative of all school staff and district department staff as well as Board of Education members. These groups have supported the development of a plan to implement what the stakeholders' needs are for desired daily experience. Once final, the strategic plan will include a three-year operational plan, a school improvement plan and a three-year school board governance work plan. 

A recap of the strategic planning work was presented to the Board of Education on Tuesday, Feb. 22 during a work session: Presentation Slides

Late March through April 1, Lakeville Area Schools stakeholders were invited to review and comment on the draft Strategic Roadmap.

• My school is a safe place where I can be myself without fear of being judged, bullied or harassed.

  • My school is relaxed, welcoming and positive.

  • Students and staff include me; are kind, respectful, and value my uniqueness; and are open to my perspective, even if it is different from theirs.

  • The adults in my school care about me, understand and respond nicely when I make mistakes, and help me when I need it.

  • My school supports my social, emotional, behavioral, and academic needs with places and people I can go to for help. 

• My school is an environment where I can explore my interests, engage socially, and support my basic needs. 

  • I have enough time and comfortable spaces to eat my choice of quality and healthy foods at breakfast and lunch each day.

  • I have time to socialize with others during passing time, during class and outside of school each day. 

  • My school day is structured to allow me to feel rested and prepared.

  • I can access a wide variety of activities, programs and sports before school, after school and other times.

• My classes are relevant and engaging and prepare me for my future.

  • I have a lot of choices of classes during school for rigorous learning and include real-life opportunities, internships, work opportunities, skills, arts, and languages.

  • My class activities and homework  are meaningful; it matches what we’re doing in class; I have time to work on homework in school and can get teacher help if I need it.

  • My teachers provide opportunities and flexibility to learn in different ways, locations and times with furniture that is comfortable. 

  • My school values, supports, and prepares students with the skills to be successful for all options after graduation (military, 2-year colleges, 4-year colleges, certificate programs, apprenticeships, workforce) and someone available to help me plan for my future.

• I am included in regular and timely communication with my child’s teachers, school and district.   

  • Communication from the school and district are regularly provided in different languages

  • I am offered a variety of ways to connect with my child’s teacher, support staff or administration that includes in-person, virtual, and phone.  

  • Meetings about my child are timely in addressing concerns that I may have and allow adequate time for me to communicate well with school staff

  • I know and understand the technology and digital tools that my child is using, and I can easily access a consistent tool that shows me how my child is doing academically in real time.

• Innovations in teaching and variety in course options are valued and allow my child to have their individual learning needs met.  

  • My family has a consistent experience with, grading practices, curriculum resources, offerings and support across schools and levels with clear communication of these items.  

  • Class sizes are small enough for each teacher to know my child and provide support at my child’s level.

• All students and families feel welcomed, included, represented and valued in my child’s school community. 

  • I am able to easily, safely and efficiently access the school building for drop-off, pick-up, and school visits.

  • I have opportunities to provide feedback that informs decision making at the school, program and district level. 

  • I have easy access to consistent information tools (such as lunch, fees, grading and calendars) and access to the training to use them.

• My child has adequate time and support to meaningfully interact socially and form healthy relationships with peers in a variety of settings  (lunch, recess, homeroom/advisory, collaborative work in class)

  • My child has access to a comprehensive continuum of care, including student support services staff (counselors, social workers, psychologists) that provide ongoing social, emotional, and behavioral support.

  • My child has adequate time to eat and has options for healthy food choices.

• The district and my school leadership teams work interdependently to effectively communicate and to develop and maintain trust, clarity, and transparency.

  • I feel supported and valued by my colleagues and administrators because they listen to me, seek my opinion and expertise, and they accept my contributions.

  • Our district, school and programs have a clearly defined system of roles and responsibilities, procedures and policies, and district wide priorities and they communicate them clearly and regularly.

• Our schools support me to best meet my students’ needs including updated resources that are equitably distributed across the district (i.e., staffing, curriculum, technology, materials, and furniture.)

  • My school day provides opportunities to teach in a way that engages students.

  • I have the time, resources and ability to provide interventions for my students during the school day.

  • As a system we have the flexibility and time to navigate new ways of working, teaching, learning, collaborating, and engaging, as opposed to doing things the way we always have in the past.

  • My school includes a robust system of intervention that supports social emotional, behavioral and academic needs. 

  • I have the time to prepare, communicate, evaluate, and give meaningful feedback as needed.

• I work in an interconnected professional community that values each staff member’s sense of belonging, development and contributions. 

  • My professional development is purposeful, meaningful, and planned with teacher input.

  • I work in an interconnected school system that has a reciprocal relationship with the community.

Classroom Theory of Action

District Theory of Action