Strategic Plan

The Lakeville Area Schools strategic plan was created with input from students, staff, families and community members focused on future system-wide improvements to improve outcomes for students.

The District used a process called “classroom to boardroom,” which resulted in a comprehensive system-wide strategic plan developed from the grassroots (classroom) level and up (School Board). The strategic plan includes development of clear descriptions of the Desired Daily Experience for students, families and staff.

Strategic Roadmap

Desired Daily Experiences of Students, Families and Staff

Describes the desired daily experiences developed with input and feedback from students, families and staff. This process included asking students, families and staff to produce narrative descriptions of what their student, family and staff experiences would be if the strategic plan was being implemented successfully in their school district. The Desired Daily Experiences sets the foundation for the District Strategic Roadmap.

Students Desired Daily Experiences

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.

Families Desired Daily Experiences

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.

Staff Desired Daily Experiences

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.

District and Classroom Theory of Action

District and Classroom Theory of Action describes the specific behaviors, beliefs, actions to be core practice in all departments and classrooms that employees in the district will take and do to create the conditions and outcomes described in the Desired Daily Experiences and ultimately meet the mission of the district.

Classroom Theory of Action
District Theory of Action

Classroom Theory of Action

Classroom Theory of Action

If we	Engage students in their learning by providing opportunities for collaboration, creation, and critical thinking through active learning and authentic experiences;	and
If we	Provide learning environments in which students have a sense of belonging, and are reflected in the curriculum and instruction;	and
If we	Provide intentional, equitable instructional practices through clear standards, rigorous, flexible core instruction for all students, and measure progress through the use of formative assessment for learning	and
If we	Use of data to inform targeted tiered instruction and learning for all students to support individual student need;	and
If we	Create learning experiences where students can innovate through the introduction and integration of learning tools;	and
If we	Provide frequent feedback to inform learning to allow students to access what they need, when they need it and how they need it;	and
Then	Together with our families and community, Lakeville Area Schools will provide educational opportunities to ensure academic, social, civic, and personal readiness for every student.

District Theory of Action

District Theory of Action

If we	Create an environment where all students feel connected, safe and have a sense of belonging to their school, peers, staff and community	and
If we	Provide a variety of high-quality educational experiences that are creative, engaging and relevant, where students will grow and succeed to their potential	and
If we	Create an inclusive system of support for the social emotional, behavioral and academic growth for all students	and
If we	Provide clear communication that is consistent across our system	and
If we	Develop relationships through an environment of respect, trust, and understanding between students, staff and community	and
If we	Provide and structure the time and resources staff need to prepare, collaborate and develop engaging and meaningful experiences for students
Then	Together with our families and community, Lakeville Area Schools provides educational opportunities to ensure academic, social, civic, and personal readiness for every student.

Core Goals

Core Goal #1: Improve our teaching and learning practices and processes to increase student achievement.

Core Goal #2: Improve our systems of support to better meet the academic, behavioral and social-emotional needs of our students.

Core Goal #3: Engage our families through relationships, awareness and communication.

Core Goal #4: Improve our staff professional practices and skills.

Core Goal #5: Increase the efficiencies and effectiveness of our district operations.

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