After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.

Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools. They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

The implementation of school wide "house" meetings. There are 4 house systems that divide our school's teachers and students from ECI to 5th grade. Each house has quarterly meetings where houses engage in team building activities, plan community service initiative, and collaborate on school wide initiatives. The teachers and staff members in each house may not be grade level teachers to the children in each house. Teachers and students are forced to learn the names of the children in their house. The Meade Heights is working diligently to learn the names of all students and identify them as such.

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Students will observe staff members, teachers, teacher's assistance, office staff, etc. recognize them by name, and have made a personal connection with students in across multiple grade levels.

Student will communicate that Meade Heights is place where they are loved, respected, and appreciated as children as all adults in the building. The teachers and staff would like students to feel that their opinions matters and they are contributing members of our school community.

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Adults will view Meade Heights as a building that focuses on students as individuals. The team works to collaborate on the best strategies to support our student population. The adults in the building will that we all love and nurture the children we serve; in turn working to provide quality instruction for all students, at all academic, social, and behavioral levels of achievement.

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During Guided Reading students will be engaged in activities that support content standards and reinforce strategies that are modeled during instruction. Students will meet with the classroom teachers where independent reading strategies will be taught to support student deficits. Resource staff members will meet with students to provide intervention for the children who require additional support.

Ultimately, students will increase in their reading levels and be able to use reading strategies while reading any passage. Students will be able to respond verbally to teacher directed questions about the text and beyond.

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Students will feel more confident tackling independent reading tasks and able to use strategies taught by the classroom teacher more consistently.

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Adults will feel more successful in instructing guided reading and provided key learning experiences for students to increase their reading ability and level of understanding of a variety of text.

Non-classroom teachers will observe a genuine love for learning and student motivation to engage in daily reading tasks.