Strategic Plan
-
During the 2021-22 school year, Lakeville Area Schools launched a comprehensive strategic planning process. The overall process and strategic plan was created with input from Lakeville Area Schools 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. Based on input from students, staff and families last fall, descriptions of the Desired Daily Experience were drafted. More than 250 stakeholders participated in the focus groups and the data provided resulted in a Desired Daily Experience draft that secondary students and all Lakeville Area School families and staff had the opportunity to provide feedback on in January 2022.
At its Regular Meeting on April 26, the Board of Education approved the Strategic Roadmap as presented by Assistant Superintendent Dr. Emily McDonald.
Strategic Planning Process
-
The development of the District's new strategic plan was based around robust stakeholder involvement which included students, staff, families and the Lakeville area community. This process included a look at historical information as well as what is happening in Lakeville Area Schools classrooms today.
-
January 2022 - Input Collected from Students, Parents/Guardians and Staff
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.
-
February 2022 - Revised Draft Presented to the Strategic Planning Team
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
-
March/April 2022 - Lakeville Area Schools Stakeholders Invited to Review the Draft Strategic Roadmap
Late March through April 1, Lakeville Area Schools stakeholders were invited to review and comment on the draft Strategic Roadmap.
-
April 26, 2022 - Board of Education Approves Strategic Roadmap
At its Regular Meeting on April 26, the Board of Education approved the Strategic Roadmap as presented by Assistant Superintendent Dr. Emily McDonald.The roadmap is a concise document that provides overall direction for the district and clarity on district priorities for the community. It is part of the comprehensive strategic planning work that is underway and contains the school district’s vision, mission, core values and strategic direction. This document also includes the desired daily experiences developed with student, family and staff feedback. -
Looking Ahead
The results of this strategic planning process with Teamworks International has provided the District with a framework to implement an ongoing continual planning model centered on meeting the needs of its students. This work will launch the 2022-23 school year.
Desired Daily Experiences
-
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
Students
-
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
Families
-
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
Staff
-
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
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.