Hankinson High School

School Strategy Map

Map Name: HHS Strategic Plan 24-29
Time Period: 2024 - 2029
Vision
We will seek to empower students with authentic and innovative educational experiences in a safe and supportive environment. Every student will be provided the opportunity to develop the essential skills of communication, collaboration, critical thinking, and creativity. These skills will prepare our students for an ever-changing world where they will become confident, community-minded, and productive members of society.
Mission
Empowering Success: Every Student, Every Opportunity, Every Day
Beliefs
We believe in a safe, caring, and respectful learning environment where students are at the center of our educational decisions. In a partnership between the school and community, students will be supported, encouraged, and challenged to reach their full potential.
Academic Engagement
Professional Learning
School Culture & Climate
Key Measures
  • Portfolio committee reviews process annually
  • Classroom observations of the learning environment
  • Student progress toward state Choice Ready indicators
  • Review of student engagement survey data
  • Number of classes assessing Career Ready Practices
  • Career Ready Practices on student report cards
  • Student progress on Career Ready Practices
  • Staff participation in professional development on classroom technology integration
  • Classroom observations of application of technology in lessons
  • Staff feedback on training effectiveness and ongoing needs
  • Development or investment in curriculum to address all technology areas
  • Implementation of planned technology lessons
  • Student progress on technology skill assessments and projects
  • Regular review of MTSS-A procedures, as well as screening, progress monitoring, and intervention data
  • Review of student achievement and growth data
  • Development and implementation of a math MTSS-A plan
  • Review of math proficiency scores over time
  • Establishment and use of regular curriculum and instruction review process
  • Review of student achievement, growth, and classroom observations
  • Implementation and monitoring of changes based on review findings
  • Regular data reviews by staff and administration
  • Professional development priorities informed by data analysis
  • Instructional and curriculum adjustments based on data findings
Key Measures
  • Staff participation in planned professional development activities
  • Staff feedback on relevance and effectiveness of professional development
  • Application of strategies learned through professional development
  • Professional development will be planned and tracked
  • Professional learning will be planned and tracked
Key Measures
  • Availability of leadership and service-learning opportunities
  • Student participation of leadership roles and service-learning experiences
  • Student engagement surveys
  • Embedded annual activities centered around academic and non-academic goal setting and monitoring
  • Student input on course offerings and access to course choices
  • Review of behavior referral data
  • Behavior flow chart will be developed and shared among staff
  • Behavior expectations will be developed and posted around the school
  • Review of PBIS survey data from students, staff, and parents
  • Implementation of a school-wide reward system aligned with behavior expectations
  • Review of positive referrals, discipline referrals, and student feedback
  • Review of PBIS survey data from students, parents, and staff
  • Establishment of Tier 2 and Tier 3 referral criteria and intervention procedures
  • Implementation of targeted Tier 2 interventions and individualized Tier 3 support plans
  • Regular monitoring of student behavior and intervention progress
  • Review of PBIS survey results from staff, students, and parents
  • Planning and tracking of professional development
  • Establishment of a partnership with a local mental health provider
  • Review of student progress and feedback from students, families, and staff
  • Student and staff participation in relationship mapping surveys
  • Identification of students without a trusted adult at school
  • Changes in survey results following intentional relationship building
  • Monitor SAEBRS screener results
  • Establishment of peer mentoring and peer collaboration activities
  • Implementation of SEL curriculum during WIN Time
  • Review of SAEBRS screening results over time
Critical Initiative
  • Hankinson teachers will use instructional best practices, positive learning environments, and varied learning platforms to create individualized pathways that meet diverse student needs.
  • Provide students with opportunities to become Choice Ready using the framework provided by the state.
  • Assess students on Career Ready Practices in multiple classes and add these scores to the students’ report cards. (Improvement Priority #4)
  • Offer professional development opportunities for integrating technology in the classroom.
  • Develop and implement a plan for technology lessons in the areas of computer science, cybersecurity, digital citizenship, computer applications, keyboarding, and basic computer fundamentals.
  • Hankinson will continue to evaluate and modify the MTSS-A process.
  • Hankinson will create a plan for and implement MTSS-A in mathematics.
  • Develop, implement, and evaluate processes to determine the effectiveness of curriculum and instruction. (Improvement Priority #2)
  • Utilize data analysis more formally to make decisions on instruction, curriculum, and professional development. (Improvement Priority #3)
Critical Initiative
  • Staff members will be encouraged to participate in professional development activities as planned during the school year.
  • School Board members will be encouraged to participate in professional development activities to include the North Dakota School Boards Association conferences and seminars.
  • School Board members will engage in professional development from NDSBA during board meetings.
Critical Initiative
  • Provide leadership and service-learning opportunities for students aligned with the Choice Ready Framework.
  • Develop and implement an instructional model that focuses on student voice and agency which includes student support for pursuing academic and non-academic goals. (Improvement Priority #1)
  • Establish school-wide behavior expectations and a discipline flow chart to promote consistency among staff and administration.
  • Promote positive school-wide behavior with a rewards system for students.
  • Establish and implement MTSS-B tier 2 and tier 3 behavior supports for students.
  • Provide professional development for all staff on PBIS best practices.
  • Partner with a mental health program in the area to bring mental health services into the school to work with students on a regular basis.
  • Conduct relationship mapping surveys with students and staff to evaluate student sense of belonging.
  • Create peer-to-peer opportunities.
  • Integration of social and emotional instruction in the classroom.
Objectives
  • "Hankinson will use the 21st Century skills of collaboration, communication, creativity, and critical thinking to provide the structure for teaching and learning. 21st Century skills encourage high achievement of every student and support the teaching of the North Dakota State Standards."
  • Hankinson will continue to increase the integration of technology as a learning tool for students and staff and will work to incorporate computer science and cybersecurity into the K-12 curriculum.
  • Hankinson will use data to make decisions about student achievement and growth.
Objectives
  • Hankinson staff members will participate in professional development activities as organized by the school districts leadership team. Opportunities for professional development will be targeted and implemented as appropriate for teachers and support staff.
  • Hankinson School Board members will engage in Professional Development activities throughout the school year.
Objectives
  • Increase awareness and opportunities for leadership and service learning for students.
  • Hankinson Public School will implement a school-wide positive behavior system for all students.
  • Hankinson will increase the availability of social and emotional supports for students.
Resource Management
Critical Initiative
  • Maintain a 5-10 year facilities plan.
  • Solicit input annually from staff, students, and community members.
  • Maintain a district-wide technology plan.
  • Solicit input annually from staff.
  • Develop an annual budget for the school district to include all funds of the district (General, Building, etc.).
Key Measures
  • Annual review of facilities plan
  • Annual participation in surveys or feedback opportunities by staff, students, and community members
  • Review of feedback to identify strengths and areas of improvement
  • Review of actions taken in response to stakeholder feedback
  • Annual review of technology plan by administration
  • Annual review of technology plan by the school board
  • Staff participation in annual feedback opportunities
  • Review of staff feedback to identify needs and priorities
  • Annual development and approval of budget
  • Regular monitoring of revenue and expenditures against the budget
Objectives
  • Hankinson will strive to build and maintain facilities necessary to carry out the mission of the district with appropriate space available for all aspects of education.
  • Hankinson will integrate technology within the curriculum to optimize the individual learning of each student. Integrated technology assists students in gathering, evaluating, and or using information, conducting research, solving problems, and or creating original works. As a result of our efforts, this will be accomplished through the following objectives.
  • Hankinson will develop a long-range financial stability and sustainability plan. This effort will require ongoing state commitment to education funding, local support for the educational experience expected by district stakeholders, and current federal support for federal educational mandates. As a result of our efforts, this will be accomplished through the following objectives.
The Strategy Map has been created in collaboration with The North Dakota Department of Public Instruction and Cognia™.

All schools in North Dakota participate in a Continuous Improvement process. Continuous Improvement means examining a school’s current reality including demographics, culture, technology, finances, and academic progress, among many other factors. In addition, Continuous Improvement means looking into the future and predicting what may change – what will be different a year from now, or 10 years from now.

 

During the 2018-2019 school year, all schools in North Dakota participated in this Continuous Improvement journey. School personnel participated in training and collaborated with diverse stakeholders such as community members, teachers, parents and students to map out what the school’s priorities are, what the school’s objectives are and what critical initiatives needed to be implemented to achieve those objectives. This planning process resulted in a Strategy Map – a 3 to 5-year plan for the school.

 

It is important to note that the Strategy Map is a snapshot in time. It is documentation of what the school’s priorities were the past school year. In this case the Strategy Map below was captured and submitted on May 1, 2019. It is equally important to note that the Strategy Map below may have changed since its submittal. This is because priorities may have changed quickly depending on numerous factors. Factors can include, but are not limited to, a natural disaster, a high staff turn-over rate, or an influx or decrease of students. To obtain a copy of this schools current and update Strategy Map, please contact the local school administrator.



Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: dpidashboard@nd.gov