Emery School District Strategic Planning and Portrait of a Graduate

PORTRAIT OF A GRADUATE October 24, 2024

WELCOME & INTRODUCTION

LIVE POLLING

PORTRAIT OF A GRADUATE A Portrait of a Graduate is a framework used by educational institutions to define the qualities, skills, and competencies they aim for their students to develop by the time they graduate. This framework identifies: Vision, Mission, and Goals: Outlining the overall vision for student development and the specific goals related to academic achievement, growth, and readiness from Kindergarten-graduation. Typically 6 comprehensive overarching graduate profile skills: The profile identifies key skills, attributes, and competencies such as critical thinking, innovative problem solver, effective communication, collaboration, creativity, adaptability, and mastery learner. Community and Stakeholder Engagement: Involving parents, local businesses, and community organizations to support and enhance student learning and development. Curriculum and Instruction: Developing curricula and teaching strategies that foster these competencies, often integrating project-based learning, interdisciplinary approaches, and real-world applications. Continuous Improvement: Establishing processes for regularly reviewing and updating the strategic plan based on feedback and changing needs. Strategic Plan: The Portrait of a Graduate articulates the foundation for why we exist as an institution, student learning and growth; and advances programs of system support to reflect the portrait of a graduate. Overall, the Portrait of a Graduate is a holistic approach to preparing students not just academically, but as well-rounded individuals ready to thrive in a complex world.

TONIGHTS GOALS 1. Review strategic planning work from 2023. 2. Establish a step forward in developing an Emery Portrait of a Graduate (POG). 3. Begin to identify or have identified 6 overarching/comprehensive graduate profile skills. 4. Seek to organize 6 committees that reflect each profile skill. 5. Begin to identify the scope of work, benchmarks, end-products, and seek to invite additional stake holders, including students. 6. Schedule a completion deadline of June 11, 2025 for presentation to the School Board. 7. Implementation target: School Year 2025. 8. Articulate John Kotter s research on change strategies for proposed innovation(s).

REVIEW OF THE WORK FROM 2023

REVIEW OF STRATEGIC PLANNING 2023 Community participants responded to 12 questions: 1. What do you value about Emery School District? What are we doing as a school district that works well? 2. What are you concerned about in Emery School District? What could we do better? 3. Other things that you would like the district to consider or what would you like to see in Emery School District? 4. What are the hopes, dreams, and aspirations that our community has for each student?

REVIEW OF STRATEGIC PLANNING 2023 Community participants responded to 11 questions: 5. What qualities and characteristics do you hope are common or shared between the community and the school district? 6. When a community employer is hiring, what do you think they are looking for in an ideal employee? 7. How would you measure success when a / your child graduates from high school? 8. What are the learning indicators, mindsets, or essential skills needed for our students for Kindergarten readiness?

REVIEW OF STRATEGIC PLANNING 2023 Community participants responded to 11 questions: 9. What are the learning indicators, mindsets, or essential skills needed for our students for Middle School readiness/elementary completion? 10. What are the learning indicators, mindsets, or essential skills needed for our students for High School readiness/middle school completion? 11. What are the learning indicators, mindsets, or essential skills needed for post secondary/high school completion? 12. What are the learning indicators, mindsets, or essential skills needed for workforce, community, and military readiness?

RESPONSES: VALUE/DOING WELL. 38 RESPONSES There is a small-town education, small class sizes, small enough that students are seen and watched very closely, and the close relationships throughout the communities. Staff care about individual students and student success. Staff are educationally progressive, forward thinking, and opportunity driven. CTE and concurrent enrollment is a strength. Professional development opportunities. Facility Improvements and upgrades. Community outreach.

RESPONSES: CONCERNS/WHAT COULD WE DO BETTER? 58 RESPONSES Communication Vision for district is unclear, strategic planning and goals are needed. Curriculum alignment. Literacy. Student attendance. More CTE, concurrent enrollment, AP, and language classes. Life Skills, self-directed learning, personalized learning, real-life. Mental health. Grading. Enrollment. Self-contained classrooms. Screen time, cell phones, technology. Accountability, everyone Presence in schools.

RESPONSES: OTHER THINGS TO CONSIDER? 28 RESPONSES Engaging high performing students. Life skills, relevance. Staffing levels. The arts. Efficiency and accountability. Safety, more resource officers. Student readiness. Teacher qualifications. CTE. Bus routes. Recognitions, appreciation. Time on task.

RESPONSES: HOPE, DREAMS, AND ASPIRATIONS FOR OUR STUDENTS THAT OUR COMMUNITY HAS FOR STUDENTS? 31 RESPONSES. That there is an option to stay in Emery County, be successful, and build our community. If they go to college, return as educated and live in our community. I want them to come back (multiple times). Successful adults. Access to meaningful experiences, acquire the skills they need to work and continue their education. An increase in parental support. Want our students to be proud of who they are, motivated, responsible, and capable.

RESPONSES: HOPE, DREAMS, AND ASPIRATIONS FOR OUR STUDENTS THAT OUR COMMUNITY HAS FOR STUDENTS? 31 RESPONSES. Kind, helpful service oriented, good citizens. Be able to get a good job, employable. Respectful of all people. Prepare them for what they feel is important. Prepared for the next step and confident in their abilities. All students functioning well in society. To be cared about and to care about others. Self-motivated. Receive an education for the real world. Well educated so as to be able to make choices in the real world.

RESPONSES: COMMON QUALITIES AND CHARACTERISTICS BETWEEN THE DISTRICT AND COMMUNITY. 27 RESPONSES. Shared desires for student success. Parents support schools. Integrity and genuine concern for students. An appreciation for learning and growth. Values: kindness, empathy, communication, inclusive, encouraging, respect, partnership, collaborative, problem solvers, integrity. Love for learning. All students can learn and succeed.

RESPONSES: EMPLOYERS LOOKING FOR IN IDEAL EMPLOYEES. 33 RESPONSES Communication skills: verbal, written. Work ethic, integrity, responsible, job completion, task oriented. Respect, punctuality, dependable, honest. Willing to learn and adapt to working conditions. Interpersonal skills, working with others, collaborative, teachable. Academic skills that transfer to the work environment. Able to think on their feet, adapt to change, self-motivated. Qualified: certificate, degree. Work experience. Willing to go the extra mile, contribute to the company. Good understanding of the position and work requirements.

RESPONSES: HOW WOULD YOU MEASURE SUCCESS FOR A GRADUATE? 32 RESPONSES Able to function in society and continue their education. Prepared to enter college. Ability to enter the work force, start a business, serve in the military. Curious about stepping into the real world. Capable and responsible for making decisions that will impact their lives. Professionally goal oriented. Diploma, successful completion of high school. Being able to make the choices they want in their life. Healthy, happy, and ready to take on the world. They have a plan for their future. They are a productive citizen. Hold a sustainable job.

RESPONSES: KINDERGARTEN READINESS, ESSENTIAL SKILLS? 22 RESPONSES Know letters and sounds, write name, print concepts, number recognition and count to 10. Follow directions. Be able to communicate their needs. Social skills. Potty trained. Hold a pencil, cut with scissors, tie shoes, Consistent attendance. Being able to sit and listen for periods of time. Color recognition

RESPONSES: ELEMENTARY COMPLETION AND MIDDLE SCHOOL READINESS, ESSENTIAL SKILLS. 21 RESPONSES Grade level core subject mastery: Reading, Mathematics, Writing. Self-regulation. Social skills. Personal hygiene. Organizational and Study skills for assignment completion. Attendance. Follow multi-step instructions Respect for self and others. Communicating.

RESPONSES: MIDDLE SCHOOL COMPLETION AND HIGH SCHOOL READINESS, ESSENTIAL SKILLS. 16 RESPONSES. Core subject mastery. Reading, Mathematics, Writing. Know how to work, solve problems, and effectively learn from failure. Follow directions, explicit and implied. Self-regulation, social skills, and respect for self and others. Study skills and time management. Learning is a progression, additive, and preparatory to the next level. Begin to function well as a young adult, self-motivated and regulated. Engaged and involved.

RESPONSES: HIGH SCHOOL COMPLETION AND POST SECONDARY SCHOOL READINESS, ESSENTIAL SKILLS. 13 RESPONSES Experience in academic rigor and relevance with higher order thinking and analysis. Ability to problem solve and work through failure with resilience. Respectful, willing to work. Established post-secondary goals and direction, understand and access the opportunities available for post secondary achievement. Life skills: money management, personal responsibility, self-reliance, understanding priorities, healthy living. Still interested in learning and life s next steps. Communication skills, self-advocacy, and social skills.

RESPONSES: WORKFORCE, COMMUNITY, MILITARY READINESS AND ESSENTIAL SKILLS. 14 RESPONSES. Grit, resilience, pride, not giving up when things become difficult. Problem solving. Critical thinking skills. Life skills. Self-starting. Self-regulation, personal responsibility. Confident, independent adult. Core subject mastery. Love of country and liberties.

POLL Do these 12 questions and responses reflect your hopes, dreams, and aspirations for your student(s) and the children of our communities? Is there anything missing?

Based upon the 2023 strategic planning responses and envisioning an Emery County Portrait of a Graduate Profile, please reflect upon your top non-negotiables or must haves for your graduate.

POLL IF YOU HAD TO NARROW YOUR 10 HOPES, DREAMS, AND ASPIRATIONS INTO AN OVERARCHING PROFILE OF 6, WHAT WOULD THEY BE? Examples: Examples: 1. Effective Communicator 1. Mastery Learner 2. Mastery Learner 2. Personal Responsibility 3. Community Contributor 3. Problem Solver 4. Innovative Problem Solver 4. Teamwork 5. Productive Collaborator 5. Critical thinking 6. Self-Directed 6. Communication

MOVING FORWARD BRIDGING THE WORK FROM 2023 TO 2025 TOWARD A PORTRAIT OF A GRADUATE Steven R. Covey once said, Begin with the end in mind. It is a habit that involves starting each task or project with a clear vision of your desired outcome: Understand your destination: Know where you're going so you can better understand where you are now. Ask yourself questions: Consider the purpose of what you're trying to achieve, and why those outcomes are important. Visualize your desired outcome: Imagine how you want your life, career, or project to end up.

ACCORDING TO RESEARCH, A PORTRAIT OF A GRADUATE (POG) MAY SEEK TO PROMOTE AND EMPHASIZE MASTERY, AGENCY, SELF-DIRECTION, PERSONALIZED LEARNING, AND SELF-DETERMINATION. How might we customize the POG learning experiences for our professional learning community and culture?

WHAT IS THE GOAL? WHAT IS OUR END PRODUCT? Please see the examples of POG work that are considered to successful POG models around the country and State. https://s3.amazonaws.com/nglc/resource-files/VLE_POG_BCPS.pdf https://sites.google.com/juabsd.org/pog/portrait-of-a-graduate https://www.milfordk12.org/apps/pages/Our-Portrait-of-a-Graduate https://www.alexschools.org/academics/portrait-of-a-graduate https://schools.utah.gov/portraitgraduate

END RESULTS. THE PORTRAIT OF A GRADUATE (POG) SEEKS TO ILLUSTRATE THE PROFILE OF A SUCCESSFUL STUDENT WITHIN A SET OF COMPETENCIES. POG WILL ALSO ARTICULATE THE MEANS BY WHICH THE INSTITUTION ESTABLISHES PROGRAM FUNDAMENTALS, DIRECTION AND ADVANCES STRATEGIC IMPROVEMENT TOWARD DESIRED RESULTS. POG IS A LARGE SECTION OF A STRATEGIC PLAN. HOWEVER THERE ARE ADDITIONAL ASPECTS OF A STRATEGIC PLAN INCLUDING A MASTER FACILITIES PLAN, A COMMUNICATIONS PLAN, A SAFETY PLAN AND MORE TO CONSIDER IN FUTURE CONVERSATIONS.

STRATEGIC PLAN A well-designed Strategic Plan will eventually take proactive steps to prevent failure and work toward everyday success within a context of high reliability. According to Robert J. Marzano, the following principles are connected with high reliability schools: Creating a safe, supportive, and collaborative culture Ensuring effective teaching in every classroom Designing a guaranteed and viable curriculum Achieving standards-referenced reporting Implementing a competency-based education system Addressing trauma, promoting well-being, and elevating learning

FURTHERMORE, SUCCESSFUL SCHOOL SYSTEMS HAVE DEFINED PARTNERSHIPS AND EXPLICIT PATHWAYS CONNECTED TO ADVANCED INSTITUTIONS, SMALL BUSINESSES, CORPORATIONS AND INDUSTRIES THAT WILL HELP ENVISION A FUTURE BEYOND K-12 EXPERIENCES. Poll. How can we partner with the community to support the hopes, dreams, and aspirations the community has for each student. What does that look like? What is our vision for the Class of 2036?

EMERY PORTRAIT OF GRADUATE WEBSITE https://emeryschools.org/portrait-of-a-graduate 1. a. Processes, communications, and products b. Input and feedback surveys c. Schedules d. Committees All things POG

SO, WHATS NEXT?

THANK YOU.