ACTIVE LEARNING

Objective	Indicators	2003-2004	2004-2005	2005-2006	2006-2007	2007-2008	2008-2009
Provide information & training on Critical Thinking & Active Learning	Curriculum Maps show attention to teaching for Critical Thinking and the use of Active Learning Activities	Basic Information accumulated	Resources made available to teachers; Staff Training	Continue to make resources available to teachers to develop CT & AL activities			Follow-up survey and analysis
Promote and integrate use of appropriate technology	Curriculum Mapping Software allows for a storage bank of active learning activities Students use more technological applications in content areas	Selection of Curriculum Mapping Software Template of Mapping categories identified	Staff trained in use of Curriculum Mapping software Concentrated effort by teachers to examine what is available for technological applications to their classes	Continue to add Active Learning Activities to Map Purchase of technological materials to accompany classes
Promote formal Differentiated Learning strategies	Evidence of Differentiated Learning in the Curriculum Map	Discussions about the use of Differentiated Learning to benefit student’s learning	Implementation of Curriculum Map Acquire Differentiated Learning resources for Professional Development	Formulate a plan for including Differentiated Learning as a Maya practice	Staff Training in Differentiated Learning	Continued development of Differentiated Learning Strategies	Follow-up survey and analysis
Promote further classroom enrichment practices	Further Defined & Refined Curriculum Close inspection of Curriculum Standards		Faculty Dialogue about enrichment practices, also discuss “Depth vs. Breadth” in terms of Content	Part of Content Review in the Curriculum Cycle	Part of Content Review in the Curriculum Cycle	Part of Content Review in the Curriculum Cycle	Part of Content Review in the Curriculum Cycle
Establish an Experiential Learning Center	Physical plant established Field Trips by students Projects & Programs in place	Initial discussions and brainstorming	Establish parameters for the project Contract the physical plant Begin field trips	Develop school to center student Exp. Ed. projects Develop adventure-based learning component	Continue to develop Exp. & Adv. Ed. opportunities	Develop leadership programs	Follow-up survey and analysis

ASSESSMENT

Objective	Indicators	2003-2004	2004-2005	2005-2006	2006-2007	2007-2008	2008-2009
Clear under-standing of current assessment practices	Completed analysis of current assessment practice	Baseline survey of assessment practice, analysis and discussion with faculty			Follow-up survey and analysis		Follow-up survey and analysis
Assessment clearly related to curriculum outcomes – fully implement “understanding by design” and follow through on graduate profile	Curriculum maps and 9-week plans show assessment related to clear outcomes and essential questions – more variety in assessment Increased percentage of grades from authentic assessment Seniors demonstrate how they meet the graduate profile	Critical mass of staff trained in “understanding by design concepts during summer break Seniors write essay on how they meet the graduate profile	Faculty who receive training share with others in one faculty work day before school starts Follow-through on training during the school year – including some early release days Expanded essay for seniors Senior show-case idea introduced for 9-12, development of senior seminar	Further implement-tation of “understanding by design” especially in the curriculum review cycle Further development of senior showcase and senior seminar concept	Further implement-tation of “understanding by design” especially in the curriculum review cycle Premiere of senior showcase and senior seminar, full implementation of concept	Further implement-tation of “understanding by design” especially in the curriculum review cycle Senior showcase and senior seminar fully implemented and accepted	Further implement-tation of “understanding by design” especially in the curriculum review cycle
Greater student involvement and choice in assessment	Degree of student choice in determining assessment Level of student involvement in developing rubrics		Student-led conference idea promoted, studied, and developed – pilot plan developed, possibly some initial implementation in 2^nd conference	Further implementation of student-led conferencing, working out of logistics and other issues for full implementation	Full implementation of student-led conferencing throughout the school
Communicate assessment more clearly and fully	Amount of information provided to parents beyond grades		Develop more narrative models for report cards	Implement more narrative models in report cards	Continue to implement more narrative models in report cards

CURRICULUM CONNECTIONS

Objective	Indicators	2003-2004	2004-2005	2005-2006	2006-2007	2007-2008	2008-2009
Support Curriculum Connections	Co-teaching, Integrated Curricula, Interdisciplinary Curricula, Cross-School peer teaching	School focus Faculty Time made available	Implementation of “Understanding by Design” Implementation of Curriculum Mapping to support across the curriculum connections	Examine options for thematic instruction Take into consideration when hiring	Pilot thematic instruction at the identified grade levels Staff Training	Continue to develop thematic instruction at identified grade levels	Follow-up analysis

SOCIAL VALUES

Objective	Indicators	2003-2004	2004-2005	2005-2006	2006-2007	2007-2008	2008-2009
Formally identify CM’s values	Everyone is asked to identify them. Values are targeted and published. They are highlighted on a monthly basis throughout the year.	Individual suggestions are collated and shared with the greater community. Board approval	Use the values as focal points for each month. Encourage discussion and best practices of each value school-wide.	Evaluate how people feel about how well the school is living its values and if they should be changed.	Continue to highlight the school’s values through action and showcase these actions via community service, graduation exit performance, discussions in class and advisories.	Continue living them and re-evaluating and changing if necessary.	Ditto
Develop an Honor Code and Court at the High School	They become a part of high school life.	The HS Student Council formulates and sells the idea to the student body. STUCO presents their plan of work to the Board for their support.	Students continue to work on the Honor Code/Court system.	The Court work continues. The idea is shared with other schools in AASCA.	The students, faculty and administration evaluate the model and any changes deemed necessary are made to insure its meaningful success.	The work continues and the school becomes a model for this kind of student involvement in discipline and decision making.	The original designers are invited back for a banquet to thank them and celebrate how the idea has matured.
A more systemized school-wide community service program	Everyone knows who is involved in what projects. The activities are coordinated school-wide for smarter use of time and resources. There is a point person who coordinates all activities.	Goal is endorsed by Core Team and Board. Student councils are asked, with their advisors, for suggestions on how to bring our community service efforts together better next year. Our relationship with Camino Seguro is strengthened and more ways of support are acknowledged and realized.	The Director asks for suggestions from the greater community for how to make our community service efforts more systemized and a plan is developed. The idea of a coordinator is investigated and a job description is written, understanding this will be a volunteer position or become a part of an existing staff member’s job description. If doable, the designated person begins working on the project. The Camino Seguro partnership continues.	The plan is put into action 100% with continued enhancement of our Camino Seguro partnership.	Continued institutionalization of community service becoming a way of life at CM.	Evaluate our program and look for ways to make it ever better.	Keep up the good work!
Translation services available on a need basis for better communication with our predominate minority cultures, e.g. the Korean community.	A translator is available on a consultant basis to improve school-home communication.	Approve the idea.	Find a local resource and begin the services as needed.	Continue the services as needed.	Continue the services as needed.	Continue the services as needed.	Continue the services as needed.
Continue to make the best use of the Advisory model for middle and high school.	There is an advisory in place at both middle and high school.	Review the existing advisory model and revise as necessary for next year.	Look at advisory models in other similar schools and consider enhancing ours including staff training as needed.	Continued support of a strong advisory program.	Continued support of a strong advisory program.	Continued support of a strong advisory program.	Formal evaluation of the existing program and formulation of an action plan to change as needed.
Formalized attention given to character development.	A formalized character development program is in place, preK-12^th grade.	Community buy-in of the goal.	Research programs used by other schools and design a program for CM.	Design a program for CM.	Put the program in place	Use the program school-wide, preK-12^th grade.	Continue the program with any adjustments deemed necessary.
Find space in the curriculum for more discussion of social issues and current events.	Time for such is mandated by the curriculum and course of studies.	Initiate the Knowledge, Theory and Values class as a high school elective.	Social Studies Curriculum Committee addresses this objective in their formal curriculum review. Knowledge, Theory & Values class continues. A semester Global Issues elective course is added at the high school level.	Recommendations from the Social Studies curriculum review are put in place. KTV, MUN and Current Events classes continue as high school electives.	Continue with plan.