Engage. Empower. Achieve.
Mission statement -- A statement of the district's purpose
It is the mission of the Hamilton School District,
a child-centered, progressive, pro-active organization,
to ensure maximum achievement
for each student
through a respectful and active learning environment;
a rigorous, relevant curriculum;
and a highly qualified, caring staff
in concert with our diverse community.
Where learners are
Driven by passion,
Inspired by possibilities and
Committed to excellence
Maximizing achievement for each student
The Hamilton School District has used Strategic Planning since 1991 to meet the community's expectations for excellent educational programming. Strategic planning concentrates the district's efforts and resources on specific goals and has been a framework for change. Many exciting accomplishments and successes have been possible because of the efforts put into this process.
The Hamilton School District will maximize the potential of all students based on their needs, abilities and interests through differentiated instruction. Components include comprehensive learner profiles, customized learning paths, rigorous content with high standards and proficiency-based progress.
What we will see in schools
Classrooms that reflect:
- a deep and shared understanding of students as learners
- flexible customized learning paths based on the unique needs, interests, strengths and learning style of the student
- mastery of learning targets serving as the measure of progress rather than seat time
- supportive, rigorous learning environments and positive, inspiring teaching relationships with students
- a culture of engagement, a sense of efficacy and excitement about the future
Students who demonstrate:
- curiosity - desires to learn and understand
- self-advocacy - takes ownership and responsibility for learning
- perseverance – understands that learning requires long-term effort to achieve high quality results
- courage – confidently explores new learning opportunities
- resilience – persists in learning, grows through adversity, adapts to challenges with effective strategies
- self-regulation – accepts responsibility for choices, demonstrates self-control, sets and pursues goals
Living Our Beliefs
...meaningful, active involvement
spark intellectual curiosity and innovation
commit to personal growth
promote interactive learning
utilize real-life, relevant tasks
apply technology as a tool for learning
partner with the community
connect culturally and globally
...enabling all to find success
believe in self
equip with knowledge and skills
build mutual trust
promote transparency and openness
develop perseverance and resiliency
believe in others
promote self-advocacy and independence
...reaching our highest potential
set and meet goals
do better today than yesterday
inspire and create
think critically and solve problems
produce quality work
build for the future
Objectives -- measuring our goals
World class benchmark comparison
- International OECD/PISA Assessment - Proficiency of high school students increases until Hamilton is in the upper third internationally. (Baseline - 2014-15)
District & state standardized tests
- Advanced Placement - The number of students enrolled in courses and percentage earning 3 or above on tests increases each year until Hamilton is one of the top three Waukesha County school districts, with an index score of 1.2 or higher on the Challenge Index. (Baseline – class of 2012)
- ACT – Hamilton composite increases each year until attaining one of top three Waukesha County school districts.
- (Baseline - class of 2012)
- Achievement gap - Proficiency levels of special education, poverty, minority and English Language Learner students increases each year until they are congruent with general population.
- (Baseline – 2012-13 standardized tests)
- State achievement tests - Percentage of “advanced” and combined “proficient and advanced” ratings increases in all subject areas in grades 4, 8 and 10 until Hamilton School District is in the top three among Waukesha County school districts.
- (Baseline – 2012-13 school year)
Individual student growth
- Measures of Academic Progress - Students maintain or exceed their individual growth targets. (Beginning in 2013-14)
State report card standing
- State School Report Card – Each school and the district ranked as “significantly exceeds expectations.” (Beginning in 2014-15)
- District survey results by 2015-16
- Staff - 75 percent elementary, 100 percent high school report assisting students to set goals and monitor their own progress.
- Students - 50 percent elementary, 75 percent middle and high school report being regularly engaged in goal-setting and monitoring of their own progress.
- College and career readiness - 100 percent of high school students identify strengths and interests and develop a college and career readiness plan. (Beginning in 2014-15)
Personalized and differentiated instructional practices
- District instructional practice - Percentage of teachers who report personalizing and differentiating instructional practices increases until 75 percent of staff report it as a regular part of their instruction. (Baseline - 2014-15)
- Personalized and differentiated instructional practices will be implemented to promote engaged, persevering, responsible learners.
- (Baseline - 2014-15)
2014 Tactics and Action Steps
We will implement personalized and differentiated instructional practices to promote engaged, persevering, responsible learners.
We will implement Response to Intervention (RtI) readiness to support maximum achievement for each child.
We will investigate and purchase a student information system to manage student data and inform instructional practice which includes a learning management system to assist students in monitoring their own progress and producing quality work.
We will design and construct an athletic classroom-training-practice space to support fitness education, athletics and activities.
We will utilize effective communication practices to promote understanding support and involvement of families, community and staff in strategic priorities and initiatives.
We will gather data for effective two-way communications with families, community and staff.
We will focus professional development on the knowledge and skills staff need to engage and empower students, differentiate instruction and ensure continuous progress to promote increased achievement.
We will train staff to implement the new Educator Effectiveness Model.
We will explore and communicate with staff regarding compensation which attracts and retains high quality employees that can be sustained over time.