The EHPS District Improvement Plan (DIP) provides a district alignment system for vision, theories of action, high leverage strategies, action steps and according accountability points.  EHPS planning is done in a consistent continuum that is best defined as both a top down and bottom up system where initiatives move from the district level but are informed and crafted by results from schools and classrooms.  This alignment engages a process of tiered accountability that analyzes various levels of data at the three separate levels of district, school and instructional teams.  The DIP provides the following defined terms and relationships to ensure that efforts are in alignment at all levels:

Theories of Action:  The work of EH2020 to implement the vision and mission of the district is driven by four concurrent theories of action.  These theories of action are framed by “if, then” statements that suggest specific work and results.  While these theories of action should be reviewed on an annual basis and refined as necessary, they are foundational tenets of the five year plan.

High Leverage District Strategies: For each theory of action, EH2020 prioritize several high leverage district strategies that provide an annual pathway to results.  These high leverage strategies are more specific than the theories of action and still intentionally general in nature.  The high leverage district strategies provide a basis for district and school action plans and should be reviewed and revised on an annual basis to reflect contextual needs.

District and School Action Plans:  Aligned to the high leverage district strategies, leaders at the district and school level will design action plans that provide the process management steps for work at the district and school level.  Recognizing that not every high leverage district strategy is contextual at all schools, school leaders will work to select appropriate strategies to build a personalized action plan.  These action plans should be describable and measurable for the Mid-Year and End of Year (EOY) report.  These action plans should be reviewed throughout the year and adjusted as necessary.

Accountability Systems:  In order to hold plan implementation accountable, district and school leaders report on a 90 day implementation cycle on both the qualitative and quantitative results of both District and School Improvement Plans.  At the district level, this accountability report is delivered to the full Board of Education in the months of February and June.  At the school level, this accountability reporting is achieved through three meetings in the Fall, Winter and Spring called Student Achievement Meetings (SAMs).  These meetings consist of a concise reporting of both qualitative and quantitative measures ensuring the fidelity of the plan as well as necessary revisions.

Progress Assessment Indicator: In an effort to continue to develop a culture that insists on results, EH2020 uses a three point dashboard rating system.  This system provides a transparent and visual tool to track work progress and encourage celebration and urgency of effort.  Progress assessment indicators are attached to each component of district and school action plans and holistically rated.  In turn, these three point indicators are viewed collectively for a complete plan rating on the 90 day cycle.  The indicators are intended to provide district and school data teams a chance to evaluate the level of work completion in a holistic sense at the mid and end of year reporting cycle.

Blueprint for Achievement

 

EH2020 is a blueprint of the future of East Hartford Public Schools (EHPS) composed by the individuals whose children attend our schools, the teachers and faculty who labor daily on behalf of students, and most importantly, the students whose future depend on the success of this plan.

 

EH2020 Theories of Action:

 

  1. If EHPS provides students with rich, standards aligned curriculum, focuses on delivering high quality classroom instruction characterized by student centered learning experiences and if EHPS provides differentiated intervention and enrichment at all levels, then we will transform student learning and help all students achieve.

     

  2. If EHPS focuses on fully engaging, empowering and appreciating students, families and faculty through all district and school interactions, then we will benefit from a rich and vibrant learning culture where all students achieve.

     

  3. If EHPS focuses on attracting, hiring, developing and promoting a talented, diverse work force, then we will continue to grow the professional capacity so that all students achieve.

     

  4. If EHPS seeks out, advocates for, and responsibly invests district resources, then we will have the necessary technologies, infrastructure and finances to promote student achievement.

 

Theory of Action 1: Transform Student Learning

If EHPS provides students with rich, standards aligned curriculum, focuses on delivering high quality classroom instruction characterized by student centered learning experiences and if EHPS provides differentiated intervention and enrichment at all levels, then we will transform student learning and help all students achieve.

High Leverage District Strategies

  • Provide all students with a high quality, standards-aligned curricula that focuses on interdisciplinary experiences, culturally responsive instruction and 21st Century skill development.
  • Provide all students with high quality, student led, and engagement focused instructional experiences.
  • Effectively use district, school and classroom assessments to provide diagnostic data to make instructional decisions.
  • Ensure all students have access as necessary to differentiated interventions as well as opportunities for enrichment that promote “whole child” learning.
  • Complete the implementation of identified district programming:
    • Early Childhood Learning Center (ECLC) at Hockanum Elementary
    • International Baccalaureate (IB) Programme pipeline (O’Connell PYP, Sunset Ridge MYP, CIBA MYP/DP)
    • Complete the STEM Program pipeline (O’Brien, EHMS and EHHS)
    • Develop and implement the identity of “Robust Neighborhood and Community Schools” throughout the district
  • Implement identified district programs with fidelity across all schools.

 

Theory of Action 2: Rich and Vibrant Learning Culture

If EHPS focuses on fully engaging, empowering and appreciating students, families and faculty through all district and school interactions, then we will benefit from a rich and vibrant learning culture where all students achieve.

High Leverage District Strategies

Student Culture

  • Engage students through an intensive focus on providing opportunities for voice, leadership and celebrations of their learning achievements.
  • Empower students to become effective decision makers and citizens by implementing Social Emotional Learning (SEL) standards aligning to both the instructional model and student code of conduct.
  • Continue to promote restorative justice practices by reducing punitive discipline across all schools.
  • Engage students in excellent school attendance habits by implementing the recommendations of EHPS PK-12 Attendance Tool Kit “ALL In Every Day.”

 

Family and Community Culture

  • Engage families and community through high quality programming designed to develop school to home relationships; provide families with accessible resources to support their child.
  • Empower families by improving school to home communication with a focus on accessibility, frequency, and friendliness.
  • Continue to seek out and develop community partnerships centered on providing high quality experiences and resources for students at all levels.

 

Faculty Culture

  • Appreciate employee contributions and efforts though meaningful recognitions and celebrations of excellence.
  • Engage and empower employee innovation and talent by promoting faculty voice, input and feedback on organizational decision making.

 

Theory of Action 3: Talented and Diverse Work Force

If EHPS focuses on attracting, hiring, developing and promoting a talented, diverse work force, then we will continue to grow the professional capacity so that all students achieve.

High Leverage District Strategies

  • Attract, hire, develop and promote a talented and diverse work force at all levels.
  • Develop faculty capacity by providing growth opportunities centered on the following district themes:
  • Literacy at all levels across all content areas
  • Highly effective teaching strategies
  • Culturally responsive practice(s)
  • Leadership development
  • Utilize professional development structures reflective of educator empowerment/choice, collaboration/professional learning teams, and the development/deployment of internal expertise.

 

Theory of Action 4: Responsibly Invest District Resources

If EHPS seeks out, advocates for, and responsibly invests district resources, then we will have the necessary technologies, infrastructure and finances to promote student achievement.

High Leverage District Strategies

  • Advocate for and invest our financial resources wisely, transparently and equitably across district schools.
  • Ensure district and school programming are aligned to promote efficiency; eliminate operational silos and enhance collaborative systems.
  • Seek out, acquire and manage grant funding to supplement our district budget; continue to develop a system for alignment and coherence between funding sources for all district programs.
  • Continually analyze time as a resource at all district levels; strategically use time to support student needs.
  • Develop and implement the district technology plan with a focus on student centered learning, infrastructure upgrades and service operability.
  • Complete current facility project list and actively seek additional funding to address Capital Improvement Plan.