District Goals

Foster the development of the Portrait of a Graduate’s four dispositions that lead to globally competitive graduates through the personalization of learning, attainment of core competencies and authentic learning experiences.

Portrait of a West Bloomfield Graduate as a Collaborator, Communicator, Contributor and Critical Thinker

1. Foster growth, alignment and articulation of the Portrait of a Graduate from preschool-graduation.
2. Each student will have an active role in developing understanding and personal goals around being a Contributor, Collaborator, Communicator and Critical Thinker.

3. Each student will have opportunities pre-kindergarten through graduation to explore,identify and develop authentic learning opportunities around their areas of interest and strengths as it relates to the Portrait of a Graduate.

Academic Goals/Core Competencies

1. All students will grow in literacy skills.

• At least 60% of all students will meet or exceed their expected growth as measured by the NWEA MAP assessment.
• At least 85% of students in grades eight-eleven will demonstrate growth in literacy as measured by the College and Career Readiness benchmark as measured by the PSAT 8/9, PSAT 10 and SAT.
• At least 70% of all students will be proficient on the M-STEP Reading assessment.

2.  All students will grow in mathematical practice.

• At least 60% of all students will meet or exceed their expected growth as measured by the NWEA MAP assessment.
• At least 70% of all students will be proficient on the M-STEP Math assessment.

• At least 85% of students in grades eight-eleven will demonstrate growth in literacy as measured by the College and Career Readiness benchmark as measured by the PSAT 8/9, PSAT 10 and SAT.

3.  All students will demonstrate growth as quality contributors.

• Every student will collaborate to strengthen the traits of a quality contributor communicator and critical thinker as a global citizen through experiences in our community and beyond as measured by the Portrait of a Graduate rubric.

Create a culture of learning and leadership in every school that empowers learners and leaders

1. Foster alignment of Capturing Kids’ Hearts from preschool through graduation with social emotional learning programming and the Portrait of a Graduate.
2. Identify essential components of school culture that promote high levels of student ownership and engagement in classroom and school communities.
3. Ensure processes that support high levels of staff engagement and collective responsibility for student learning as contributing members of professional learning communities at the department, school and district level.

Redesigned curriculum and instruction that is relevant, rigorous and personalized; aligned instructionally from pre-kindergarten through graduation and customized to learning environments that reflect today’s learners.

1. 21st Century Curriculum Design

• Design and complete fully aligned curriculum maps (year-long) by content area/course, pre-kindergarten through graduation that encompass authentic learning opportunities.
• Articulate comprehensive pre-kindergarten through graduation assessment plan,reflecting a balance of formative, summative, problem and project based opportunities as well as state and/or nationally normed assessments.

2. Innovative and Aligned Instructional Design and Delivery  

• Build capacity with instructional design, innovative and student focused experiences and high quality digital learning tools.
• Embed high impact instructional practices into every classroom.
• Continue literacy coaching and modeling for all K-8 teachers through the use of our Literacy Coaches and Curriculum Coordinator.
• Continue math coaching and modeling for all K-8 teachers utilizing our Curriculum Coordinator.
• Continue science coaching and modeling for all K-8 teachers utilizing our Science Coach.
• Continue coaching and modeling on innovative instructional practices and technology integration utilizing our Technology Integration Coordinator.

3. Advance the practices and procedures of the District’s Multi-Tiered Systems of Support (MTSS) framework to increase student growth in academic proficiency and social emotional well-being.

• Utilize  district MTSS Team for data reviews, intervention cycles, and progress monitoring targeted academic or social/emotional skills.
• Ensure that all MTSS teams have consistent membership and meeting protocols.
• Utilize Progress monitoring data K-12 to adjust interventions and tiered supports.
  • Elementary: Build capacity for addressing social-emotional skill development in the PreK-5 classrooms by modeling, coaching and collaboration between Restorative Practices coach, social workers and general education teachers.
  • Secondary: Determine consistent framework for Social emotional decision making to target necessary support and practices for all tiers.
• Create and provide ongoing professional development PreK-Graduation on essential components of Trauma Informed Care for staff to deploy strategies across Tier I-Tier II-Tier III for students.

Effective communication to and from all West Bloomfield Schools stakeholders that is timely and relevant and that creates opportunities for involvement for all.

1. Maintain and enhance avenues for stakeholder communication (i.e. PowerMessenger, newsletters, website, surveys, ‘Coffee Chats’, community forums, focus groups, social media.)
2. Foster meaningful opportunities for parent, student and community partnership(i.e. WBEF, Parent Communication Network, PTOs, State of the Schools, etc.)
3. Continue marketing/communication plan to attract/sustain enrollment in West Bloomfield Schools.  

Organizational effectiveness that strengthens strategic planning and provides leadership at all levels of the school system, with performance indicators including fiscal responsibility, resources aligned to district goals and facility management.

1. HUMAN RESOURCES

• Utilize effective systems and practices that lead to attracting, screening, hiring, developing and retaining the best available personnel to work in our schools.
• Utilize systems of performance evaluation for employees that foster best practices,collaboration and accountability that will lead to quality outcomes for students and their learning.
• Ensure the continued development and maintenance of proper policies and procedures that support the obligations, interests and responsibilities of the district.
• Maintain collaborative relationships and open communication with employee groups that support the district missions and vision.

2. FISCAL RESPONSIBILITY

• Maintain fiscal stability, while providing educational programs and services within structurally balanced budget targets while maintaining a fund balance of at least 10%
• Ensure district capability to anticipate and respond to strategic changes/opportunities in educational service and delivery systems through sound fiscal planning.
• Develop a strategic approach to capture/maintain enrollment, while monitoring short-term and long-term trends that impact funding, programs, and staffing.
• Strategic use of grants and other external sources of revenue serve to maximize General Fund dollars.
• Align instructional expenditures with available general fund resources, while leveraging funding sources to maintain district facilities, while minimizing the impact to General Fund dollars
• Maintain a safe school environment for students, staff and visitors.