# data[].attributes.body
Short term- Every teacher Blue tube on everybody

Merch days

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Strucutre in place to celebrate students and staff
Trinkets/pins/swag/gear for years of vice or student accomplishments

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Help Foster/facilitate/cultivate and recreate a more positive staff environment.

More student attendance/voice

Student to teacher relationships

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We will research the skills that are explicitly needed to enter an arts-related career (photographer, ceramicist, etc.) directly after high school.

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Designing curriculum in all courses to meet the transferable skills and content and to regularly evaluate and assess and amend as necessary

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The skills and content at the center of our Social Studies curriculum are highly transferable to other subjects

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Create additional art-based pathways, allowing for students to pursue careers in the related areas directly after high school. Currently, we offer a drawing pathway lasting 4 years. Areas for expansion include 3D design (pottery and sculpture), and a 2D portfolio (digital art and photography), culminating in ECE.

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Creation of the new art-based pathways contributes to SIP Goal 3.

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MHS staff runs a "summer arts enrichment" camp allowing  opportunities for students to participate in ceramics, drawing and painting who may not otherwise have time or space in their academic schedules to experience the arts, and also to identify students who have aptitude for the arts and artistic abilities.
SIP Goal 3

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The nature of Social Studies requires a contextual focus on cultural relevant history and current events. We have additionally emphasized an equity based, collaborative and inquiry based model across all courses offered

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We will research and implement teaching tools that will create the best outcomes for student learning.

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Creating activities in our classes that require collaboration. Creating assignments where students are able to explore their own interests. Students are given different pathway options to demonstrate their learning.

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Creating student-centered collaborative learning opportunities and preparing our students with skills that will transfer to the workplace.

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When students relate to the content of the lessons provided, they are more likely to be engaged and interested in the subject matter, more likely to attend class, and more likely to retain knowledge and skills.

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Further develop an equity based student centered curriculum with appropriate support structures that are accessible, transformative, personal and culturally relevant.

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We have been creating culturally relevant curriculum as well as offering a variety of AP and ECE courses.

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Continue to ensure that lessons are culturally relevant.

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We will focus on integrating student choice and agency in determining the content we provide to ensure that our lessons are culturally relevant.

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Following the SIP goal of creating Culturally Relevant Curriculum, we will create lessons that are relevant to our diverse community of learners.

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Student-centered learning that encourages young people to think critically about the past and the world around them.

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Create a positive student-centered learning environment for all students to become active citizens in society.

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Collaboration with ASTE Team, colleagues, and stakeholders

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Invite stakeholders to Advisory board meetings.

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Engagement with community stakeholders in Agriculture Science & Technology foster interdisciplinary partnerships and transferrable skills that relate to post secondary success and global citizenship

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Students in the various art classes are exposed to and have the opportunity to experience and create works representative of a variety of cultures, contributing towards SIP Goal 1.

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If we support Supervised Agricultural Experiences in ASTE to ensure student centered platform to gain and develop skills, students will show career growth

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WL: department collaboration on instructional strategies and use of/participation in district provided PD to support student learning and teacher practices

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WL: department collaboration on instructional strategies and use of/participation in district provided PD to support student learning and teacher practices

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Agriculture Science & Technology (ASTE) student centered learning model prepares students for work and career life, while incorporating culturally responsive teaching

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Provide effective student centered learning opportunities and skill development that connect to post secondary success

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WL: teachers ensure that students have a collaborative, equitable and safe learning environment that is also student centered and data driven

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WL: teachers ensure that students have a collaborative, equitable and safe learning environment that is also student centered and data driven

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-Review the current curriculum using the curriculum review plan and placing an emphasis on cultural relevance. - Use UDL principles and framework for curriculum and lesson design. - Continue to work on implementing student choice and voice through activities and SEL lessons.

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Continue to focus on improving cultural competency in agricultural pathways

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Connects to SOP, provides students with relevant skills to bring to everyday life and future career pathways.

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CTE Bus Ed: Communicating effective resources and sharing new ideas amongst the team.

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CTE Bus Ed: Communicating effective resources and sharing new ideas amongst the team.

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CTE Bus Ed: Conference and PD attendance and dissemination of best practices.

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CTE Bus Ed: Conference and PD attendance and dissemination of best practices.

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Co-curricular opportunities for all students enrolled in programs

Interdisciplinary collaboration

Real application of course curriculum

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WL: continue to provide choice, collaboration, equity, inclusion and voice to all students

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WL: continue to provide choice, collaboration, equity, inclusion and voice to all students

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CTE Bus Ed: Investigating UDL with new staff "train the trainer" model.

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CTE Bus Ed: Investigating UDL with new staff "train the trainer" model.

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WL: to provide opportunities for students to learn about and celebrate cultures different from their own - for students to become culturally competent

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WL: to provide opportunities for students to learn about and celebrate cultures different from their own - for students to become culturally competent

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CTE Bus Ed: Effective proctoring of daily advisory and SEL lessons.

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CTE Bus Ed: Effective proctoring of daily advisory and SEL lessons.

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Provide students the opportunity to learn skills which transcend that classroom.
ex. communication, leadership, teamwork, critical thinking

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CTE Bus Ed: When students are engaged, they are more likely to attend school and achieve at higher rates: CTE supports engagement via caring professionals, content-mastery, and co-curricular offerings such as DECA, FBLA, and cooperative work experience.

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CTE Bus Ed: When students are engaged, they are more likely to attend school and achieve at higher rates: CTE supports engagement via caring professionals, content-mastery, and co-curricular offerings such as DECA, FBLA, and cooperative work experience.

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This connects to SOP 1: Teaching and Learning (Culturally Relevant Curriculum) and SOP 3: Choice and Innovation Models (Student empowerment and agency).

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CTE Bus Ed: Supporting cross-curricular STEAM offerings with Business Ed ie Mastering Google.

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CTE Bus Ed: Supporting cross-curricular STEAM offerings with Business Ed ie Mastering Google.

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WL: to prepare students to use the target language in real world applications

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WL: to prepare students to use the target language in real world applications

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Achieve equity by creating instruction and related support structures that are personalized and culturally relevant.

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Continue to ensure that all students are preparing for post-secondary success regardless of pathway: college, career, work ,military, etc.

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CTE Bus Ed: Expanding college experience - supporting and increasing college-credit bearing courses such as S&E Marketing

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CTE Bus Ed: Expanding college experience - supporting and increasing college-credit bearing courses such as S&E Marketing

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CTE Bus Ed: Instructional Supports - apply educational through real-world context.

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CTE Bus Ed: Instructional Supports - apply educational through real-world context.

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CTE Bus Ed: Continue to support innovative and equitable co-curricular Pathways

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CTE Bus Ed: Continue to support innovative and equitable co-curricular Pathways

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Ensure equitable access to industry related technology though curriculum driven by hand-on practical application

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CTE: Bus Ed - Continue to support and expand cooperative work experience opportunities and partnerships

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CTE: Bus Ed - Continue to support and expand cooperative work experience opportunities and partnerships

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CTE: Bus Ed - Continue to expand dual-credit enrollment

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CTE: Bus Ed - Continue to expand dual-credit enrollment