T

Mission: Learning for Life

Duxbury Public Schools provides a high quality,
comprehensive education that enables students to
make connections between learning and life and
•
prepares them to meet the challenges of a dynamic
society.

Strategic Plan for the •

Duxbury Public Schools
•
2005-2010

T
August 2005

130 St. George Street, Duxbury, M A 02332

Tel. 781-934-7600 • Fax 781-934-7644
www.duxbury.k12.ma.us
 Superintendent of Schools
Dr. Eileen C. Williams

School Committee
John Heinstadt, Chair
John Magnarelli, Vice Chair
George Cipolletti
Anne Ward
Karen Wong

Strategic Planning Facilitator

Janice A. Williams Associates
Stratham, NH
 Table of Contents

Data Gathering.....................................................................................................1
Steering Committee and its Tasks ........................................................................2
Plan and the Guiding Documents .........................................................................3
Value of the Plan..................................................................................................4
Execution of the Plan ...........................................................................................4
Resources.............................................................................................................4
Role of the School Committee..............................................................................5
A Note from the Consultant .................................................................................5
A Note from the Superintendent...........................................................................5
Strategic Planning Steering Committee Members.................................................6
Strategic Planning Definitions..............................................................................7
Glossary of Educational Terms .........................................................................8-9
Vision, Values, Mission, Goals ..........................................................................10
Strategic Plan – Propositions, Objectives and Timeline .................................11-20

Appendix
Year 1 Matrix..............................................................................................1-7
 Duxbury Public Schools

Strategic Plan
2005-2010

This is the Duxbury Public Schools Strategic Plan for 2005-2010. The plan, drafted by the Strategic
Planning Steering Committee, is reflective of data gathered from the various stakeholder groups over the
last six months. It is a road map toward the future. In order to fully understand how the plan was
developed and how it will be used, we encourage you to read the following introductory pages.

Data Gathering
The planning process began with data gathering
from all stakeholder groups. We designed and
administered a survey to students at all levels.
We also surveyed parents and community
members. Approximately 875 parents and
community members responded. They
represented every age group and a reasonably
equal distribution in terms of years in the
community. We conducted an Appreciative
Inquiry process involving all members of the
faculty and another involving approximately 90
students at the high school. Through these
sessions we learned a great deal about our
faculty’s best teaching experiences, our students
best learning experiences, and their wishes for
the future. Lastly we conducted approximately
100 interviews in the community, randomly
selected from the voter list, representing ages
18-91 and a full distribution of years in
residence. We were surprised and delighted that
from such a variety of sources and methods, the
data showed significant consistency in both our
reported successes and our opportunities for
improvements.
Finally we held an Appreciative Summit
meeting, attended by 65 representative
stakeholders of community groups, clergy, town
government, parents, students, teachers, and
administrators to craft a series of mini-vision
statements around the significant themes from
the data. You will find these at the beginning of
each focus area: Teaching and Learning
Process; Curriculum; Duxbury Middle School;
Professional Development; Climate/Culture;
Role Clarity; Communication; and Facilities.
We have reviewed several hundred pages of
essential documents that provided measures and
data about the school system’s achievements and
potential. This plan also reflects current federal
and state laws and mandates that dictate much of
a school department’s responsibilities. The
Administrative Team has also contributed their
input and identified their priorities.

Duxbury Public Schools – Strategic Plan 2005-2010 Page 1 of 20

Steering Committee and Its Tasks
The Steering Committee was made up of
representative stakeholders including teachers
from all levels, administration, parents, School
Councils, School Committee, and
representative from town government, one from
the town-at large and another from the Duxbury
Education Foundation which significantly
funded this process. The job of the Steering
Committee, daunting at times, was to understand
all of the information gathered and to determine
the most critical areas of focus for the district for
the next 5 year period. Members were open and
forthcoming as they attended to the input of all
Duxbury Public Schools – Strategic Plan 2005-2010
stakeholders. The decisions and choices
reflected in this plan are the result of several
days of analysis facilitated by an Organization
a Development Consultant. They worked
extremely hard. Conversations were stimulating
and amazingly forthright. Based on the data, the
Steering Committee drafted the vision, values,
mission and goals. The culminating task was to
write the objectives for the plan, again, based on
the data. The Administrative Team has
prioritized the objectives to reflect the needs and
ongoing work of the district.
Page 2 of 20
Plan and the Guiding Documents
 The Vision is a statement of the preferred
future.
 The Values represent the system’s core
beliefs.
 The Mission describes the school system’s
reason for being.
 The Goals are broad, general and timeless
and serve to identify essential elements that
support the mission. These are the guiding
documents for the system. These documents
provide overall direction and describe the
preferred climate and culture of the system. All
strategic planning definitions can be found on
page 7.
 The Propositions were developed at the
Appreciative Inquiry Summit Meeting. These are
mini-vision statements for each of the themes in
the data. There is no one more valuable than any
others, all of them need attention.
The vision, values mission, goals, and
propositions are written in present tense
language as if what is written were already true.
They describe the preferred future state, or the
way the system wishes to be. There is strategy
behind this. Future tense language enables
people to wait for someone else to take
responsibility. Research and experience shows
that when people read plans presented in the
present tense, they mobilize in the direction of
the preferred future, taking more individual
responsibility and making the necessary changes
to make the dream a reality. Present tense
language is more likely to inspire people to
create the future they desire. The appreciative
approach to planning is designed to engage
people in their best thinking about how to
replicate success.
Duxbury Public Schools – Strategic Plan 2005-2010
 The Objectives, specific, measurable,
achievable, realistic and time-bounded, identify
the work to be done in each of the next five
years. You will note that there are a decreasing
number of objectives for each year. This is
simply because it is harder to predict all of what
will need to be done in those years, and almost
impossible to predict what might be expected by
the Department of Education, demanded through
federal regulations, or a local need, 4 or 5 years
from now. They are numbered for ease of use,
the prioritization has been done by determining
what has to be done most immediately and then
in subsequent years. At the end of each school
year, the Administrative Team will evaluate
their work, discuss the current climate, identify
the work that needs to be included in the next
year’s plan, make adjustments as needed, and
develop action plans for the next school year.
In any change process, whether it is
development of curriculum, starting a new
program, or re-organizing work, there are 4
critical stages, or a cycle of work that must be
accomplished. These include: assessment of the
current state; planning or development;
implementation; and evaluation. Most objectives
will reflect all four of these stages. Some stages
take more time than others depending on exactly
what the system is trying to accomplish. For
example, the system may want to leave a
program in place for two or three years, before it
can really evaluate its impact. For some there
may already be assessment information available
so this stage is not identified here. The cycles
will vary according to the content of the
objectives.
Page 3 of 20
Value of the Plan
Not everything that could be done is included. If
it were, the plan would not be strategic.
Strategic Planning means the objectives are
reflective of current data, current needs, current
issues and current demands. This plan also
includes objectives recommended by
administration but not completed during the last
plan, mandates such as those required by the
Department of Education which may be in
progress, or significant issues that have been for
whatever reason unfunded. Objectives identified
here are assessed to have the most potential to
add value to the district.
Execution of the Plan
The Superintendent, or her designee, is
responsible for the disposition of all objectives
except those that fall directly under the School
Committee’s purview. The School Committee
should be represented on any community-wide
task forces. All other task forces are populated at
the Administrative Team’s discretion. The
ownership for the plan rests with the
Superintendent and the Administrative Team.
They have spent many hours determining how
much can be accomplished in any given year. It
is under their guidance that the plan should be
Resources
Resources will play an essential part in the
accomplishment of much, if not all, of
what is identified here. The plan, by
design, recommends where the money and
resources of the school district should be
directed in any given year if the system is
to build on its strengths and address its
opportunities for improvement. This
document is a guide to budget
development as well as an educational tool
for the community. While it focuses the
Duxbury Public Schools – Strategic Plan 2005-2010
This is an operational plan, which means, if
followed, the plan will in fact guide the
substantial work of the Administration, the
School Committee, and the School Councils
over the next three year to five year period and
beyond. This plan does not reflect the day to day
routine or maintenance responsibilities found in
a job description. It is reflective of the work
required to move the district from its current
state to its desired future.
accomplished. The School Committee will
receive periodic updates as objectives are
completed.
Each year the administrators will review the
accomplishments of the year as well as the
upcoming annual plan, adjust as needed, and
develop action plans for execution for the year
to come. This will keep the plan strategic in
nature and ensure measurable steps toward the
vision for public education in Duxbury.
improvement efforts of the administrators,
teachers and staff, it also helps taxpayers
understand where and how their money is
being spent. If monies are not made
available for a given objective in a given
year, that objective will be placed into the
next year of the plan for execution. Lack
of funds does not make real need go away,
it simply postpones the accomplishment of
what is needed.
Page 4 of 20
Role of the School Committee
There is important work for the School
Committee as they carry out their primary
responsibilities: to establish policy; approve the
budgets; serve as liaisons to other city
departments; maintain a bridge to the public; and
support and evaluate the work of the
Superintendent who is responsible for
overseeing the execution of the strategic plan.
A Note from the Consultant
This is a system with enormous potential
to be the very best of public schools.
Your challenge is to harness the
significant energy and support of the
parents and the community behind this
plan, to make this vision and these values
come alive in every interaction, on every
day, of every year. Your students are a
thoughtful and talented bunch. They
represent both your individual and
collective best.
A Note from the Superintendent
There is nothing more energizing than looking at
your progress to date and planning for future
growth. To be able to do this with others who
also care deeply about the Duxbury Public
Schools and its work with the youth of this
community, has been a pleasure and a privilege.
The plan developed reflects the “voice” of all
our stakeholders, students, teachers,
administrators, parents, and community
members. This work has affirmed the role
Duxbury Public Schools – Strategic Plan 2005-2010
Culture change has been a consistent theme in
this data. Modeling appropriate behavior for
discussion, for respectful dialogue, for timely
decision making, for following the chain of
command, and for supporting the work of the
administrators and teachers will be essential to
making the climate one that reflects the values
articulated in this plan.
I have thoroughly enjoyed my work with
the Steering Committee. You have
worked hard, dared to speak your
individual truths in the interest of what is
best for the whole, and every meeting you
got better and better at working together.
You have done the job well and created a
plan that can make your vision reality.
Thanks for your time, your commitment to
excellence, and your humor along the
way.
Jan Williams, Organization Development
Consultant and Facilitator
each of us plays in educating our students and
speaks to the respect, responsibility and
connectedness necessary for us to create the
climate needed to fulfill our mission. Through
the efforts of each of us, working together for
common goals, we can make the vision a reality.
I extend a heartfelt thank you to all who
participated in this process and I invite your
continued involvement in its implementation.
Eileen C. Williams, Superintendent
Page 5 of 20
 The Strategic Planning Steering Committee Members

Carey Lake Bruce, Teacher Nancy Lyons, Teacher

William Gagnon, Parent and John McCarthy, Principal
Duxbury Education Foundation
Susan Riser, Teacher
Joseph Grady, Town Government Hannah Roveto, Parent
John Heinstadt, School Committee Susan Skeiber, Assist. Supt.
Debra Jewell, Parent Rick Swanson, Teacher
Margaret Kearney, Community at-large Susan Walker, Parent
Harriet Leonard, Parent Eileen Williams, Superintendent

Duxbury Public Schools – Strategic Plan 2005-2010 Page 6 of 20

 Strategic Planning Definitions
Strategic Planning is a process through which
a school system assesses its current reality,
envisions its future, and develops a roadmap to
achieve its preferred future. It ensures that all
stakeholders have a unified understanding of
the School District’s mission and goals.
Strategic planning provides an opportunity for
renewal, continuous improvement, and planned
growth. It prepares and enables the system to be
responsive to legal requirements, student needs,
external demands, and societal expectations.
Stakeholders are those who have a vested
interest in the school system’s success. These
include: parents; community organizations;
local government; service organizations;
religious organizations; local business; the
community-at-large; and the school system
itself, students, staff and administrators.
External Assessment is the process of
gathering information from your stakeholders to
determine the degree to which you meet
expectations and satisfy Federal and State
mandates.
Internal Assessment is the process of
gathering information from administration,
teachers, students, and staff about the system’s
successes, opportunities, strengths and
weaknesses.
Vision is a statement about the school system’s
preferred future.
Values are statements about what the system
stands for, guiding principles and behaviors that
support the teaching and learning process.
© Janice A. Williams Associates
(Office) 603-775-7725
Duxbury Public Schools – Strategic Plan 2005-2010
Mission is a statement of purpose, the school
district’s reason for being.
Goals are statements of general direction,
purpose, or intent. Goal statements are broad,
general, and timeless. They speak to the
system’s commitments in relationship to staff,
students and the community. They describe
how and where the organization will focus its
energy and resources. Goals support and
enhance the mission.
Strategic Focuses represent the themes from
the data and broadly define the school district’s
priorities for the next three to five year period.
Provocative Propositions are statements which
define the preferred future related to some
particular topic, written in present tense terms.
They represent the best of what already exists
as well as what stakeholders wish for, and call
the system to replicate what it has already
identified as its successes.
Objectives are specific, measurable,
achievable, realistic, and time-bounded
statements about work that will be done in a
given period of time.
The Operational Plan is the collection of all
objectives, often organized by strategic focuses,
that in total, details the work to be
accomplished in a one year period.
Action Plans answer the questions: Who?
What? When? How? With what resources?
Job Targets identify the work that individuals
will do to ensure the accomplishment of the
objectives. They also address issues of
individual professional improvement.
8 Oak Lane Stratham, NH 03885
(E-Mail) williamsod@aol.com
Page 7 of 20
 GLOSSARY of EDUCATIONAL TERMS
Advisor-Advisee Program - A program in
which every professional staff member in
the building is assigned a group of students
to advise through four years of high school.
The purpose is to allow each student the
opportunity to form a personal relationship
with at least one adult in the school.
Advisors monitor academic progress of each
student they advise, as well as assist with
academic decisions. In addition, the program
work enables the building of supportive
relationships among students and assists in
communicating important school
information.
Curriculum Matrix - The curriculum
within a school system is reviewed on a
regular basis. This review includes a
number of defined steps: analysis of the
present curriculum using data; development
of changes to the curriculum based on this
data analysis; implementation of the
changes; and evaluation of these changes
once they have been implemented. To
coordinate the review of each of the
curricula within the total school experience,
a matrix defines where each curriculum area
is within the steps of this review process on
a yearly basis.
DOE – Massachusetts Department of
Education
Exploratory Model - A middle school
schedule that allows students to take a
variety of classes to enhance their learning.
Examples of such "exploratories" are:
family and consumer science, technology
education, art, music, world languages,
library, and computer.
Family Compact – A document developed
in the early 1990’s which outlines the
promise of families and the schools to work
together in a strong partnership for the
benefit of our students.
Duxbury Public Schools – Strategic Plan 2005-2010
GPA - The cumulative academic weighted
Grade Point Average (GPA) is one of
several measures used by college admission
committees to evaluate a student.
Nature's Classroom - An experiential
education program designed to support
traditional classroom learning by teaching
creative and practical applications of
subjects taught in school. Students enjoy an
outdoor atmosphere and open themselves to
new growth and academic experiences
during a residential week.
NEASC (New England Association of
Schools and Colleges) This organization
approves accreditation for high schools.
Roundtable - An open meeting format
through which faculty and administration
are able to discuss school-wide issues and
determine the best way to move forward.
Unlike faculty meetings, roundtable
meetings are more open and less scripted by
agenda.
Service Learning – A method of
experiential education, which combines
practical experience in the community with
the academic theory of the classroom. It
combines the experiences of community
service with the benefits of academic study
through exposure to real-life issues and
solutions.
Teaching and Learning Process - A
cyclical process in which teachers: assess
the present knowledge of the learner; plan
instruction and activities that will engage the
student in learning opportunities that will
further develop their knowledge; evaluate
the student’s progress in attaining an
understanding of the new knowledge; and
plan additional learning opportunities to
continue to develop the student’s knowledge
and understanding.
Page 8 of 20
Town Meeting Model - A student
government model whereby students elect
representatives to attend a school meeting
and consider and vote on articles to present
to the school's administration. The format
for this meeting is similar to a town meeting
where a moderator oversees all aspects of
the meeting. Articles passed at the meeting
will be considered by the administration in
consultation with the faculty and School
Council. The administration is under no
obligation to enact any of the articles as
policy or procedure.
Duxbury Public Schools – Strategic Plan 2005-2010
UbD - Understanding by Design is a
process for the development and writing of
curriculum that will lead students to a
deeper and more meaningful understanding
of the concepts being presented in a unit or
course. This process involves three stages:
Stage 1: This stage defines the desired
results of the unit or course.
What should the student come
to understand about the big
ideas of this unit or course?
What should the students know
and be able to do as a result of
this unit or course?
Stage 2: This stage determines the
assessment evidence needed to
determine the extent to which
students have achieved the
desired results defined in Stage
1.
Stage 3: This stage considers the
instructional strategies and
learning experiences needed to
achieve the desired results
defined in Stage 1. These
experiences are also planned
reflecting the assessment
evidence that is gathered in
Stage 2.
Page 9 of 20
 Duxbury Public Schools
VISION
The Duxbury Public Schools is a community
of learners that appreciates and respects the
diverse contributions of all and inspires in
each of us a passion for learning, a desire to
make a difference and the courage to act
with integrity.
VALUES
• We are committed to building a
community of trust.
• Personal connections are essential to the
success of each member of the learning
community.
• We work to our full potential every day.
• We accept personal responsibility for
what we say, how we act, and the way we
treat others.
• We reflect honestly on our personal
performance and act with integrity.
• We practice clear, honest and direct
communication.
• We respect each other’s values, beliefs
and opinions.
• We understand and appreciate the
diversity of each other’s ideas,
backgrounds and learning styles.
• We share our time, energy and resources
with one another.
• We take pride in our individual work, our
interactions with others, and our
contributions to the success of the school
system.
• We appreciate the caring and supportive
community in which we live, learn and
work.
Strategic Plan 2005-2010
MISSION: Learning for Life
Duxbury Public Schools provides a high quality, comprehensive
education that enables students to make connections between
learning and life and prepares them to meet the challenges of a
dynamic society.
GOALS
• We provide relevant professional development for
teachers, administrators and support staff.
• We identify and cultivate leadership at every level.
• We maintain a comprehensive, updated curriculum through
a defined process of assessment, research, development
and evaluation.
• We support the development of the whole child through a
balanced program of meaningful and rigorous curricular,
enrichment and cocurricular activities.
• We maintain a clean, healthy, safe environment.
• We provide state of the art facilities that support the
educational program.
• We maintain a positive, respectful, nurturing culture.
• Teachers are the first and essential point of contact and
source of problem solving for their students.
• Duxbury educators are collaborative decision makers
regarding curriculum and professional development.
• We acknowledge and celebrate outstanding achievement
and performance.
• We maintain parent-teacher-student partnerships where
each is invested in and supportive of the learning process
and each is clear about his/her role.
• We expect interaction between and among students,
educators, parents and community members to be
respectful and courteous.
• We hold students and parents responsible for student
behavior and hold teachers and administrators accountable
for fair discipline, equity and consistency in their response
to students.
• We support the work of the school councils and organized
parent groups.
• We maintain a partnership between the schools and the
community.
• We maintain a high quality program in a fiscally
responsible manner.
Page 10 of 20
June 22, 2005 Strategic Plan Objectives

Teaching and Learning Process

Our Proposition: The teaching/learning process of the Duxbury Public Schools engages all students
as individuals with different strengths and styles. The teacher facilitates learning by employing

1
creative and stimulating methods, balancing the intellectual, physical and emotional needs of the

Year
Year 2
Year 3
Year 4
Year 5

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

student, in service of student achievement. The teacher connects with each student, providing a
meaningful and supportive learning environment. Clear and measurable goals ensure that students
meet high expectations.

Develop a teaching/learning process that enhances relevance of curriculum, develops relationships

1
between teachers and students, and increases academic rigor for all students. X
Determine how to evaluate the implementation of the recommendations on the teaching/learning
2 X
process.
3 Implement the recommendations on the teaching/learning process. X
4 Evaluate the implementation of the recommendations on the teaching/learning process. X
5 Make recommendations on changes in curriculum supervision and coordination. X
Implement the recommendations on changes in curriculum supervision and coordination by July
6 X
2006.
7 Evaluate the changes in curriculum supervision and coordination. X
Evaluate graduation requirements with the intent of raising standards. Examine regional practices,
8 X
legal, DOE, and college requirements and make recommendations.
9 Develop a policy for the implementation of revised graduation requirements. X
10 Develop a plan for the phasing in of revised graduation requirements. X
11 Implement the recommendations of the GPA Review Committee beginning with the Class of 2009. X
Develop a plan to address scheduling issues at DHS specifically related to start time, advisory time,
12 X
group guidance, homework management, and teacher collaboration.
Develop rubrics for expectations for student learning that are measurable and set high expectations
13 X
for all students.
14 Write and submit the Five Year Report to NEASC. X
Analyze Nature’s Classroom as an educational experience to identify the best practices in the
15 teaching/learning process, explore ways to replicate this educational experience and make X
recommendations.
Identify ways to integrate teaching strategies from the analysis of Nature’s Classroom into X
16
professional development activities.

Page 11 of 20
June 22, 2005 Strategic Plan Objectives

Teaching and Learning Process (cont.)

1
Year
Year 2
Year 3
Year 4
Year 5

2005-2006
2006-2007
2007-2008
2008-2009
2009-2010

Create guidelines for homework at the elementary level. Ensure homework is relevant and enhances
17 learning of classroom work and material. Provide appropriate guides to parents utilizing the DMS X
guide as a model where appropriate.
Create guidelines for homework at DHS. Ensure homework is relevant and enhances learning of
18 classroom work and material. Provide appropriate guides to parents utilizing the DMS guide as a X
model where appropriate.
19 Implement homework guidelines for the elementary level. X
20 Implement homework guidelines for DHS. X
Provide a professional development unit on instructional strategies including hands on, small group,
21 project based, and cooperative learning. X

Evaluate the professional development unit on instructional strategies including hands on, small
22 X
group, project based, and cooperative learning.
23 Evaluate the criteria for academic placement for students in grades 6-12 and make recommendations. X
24 Implement the recommendations regarding academic placement criteria. X
25 Evaluate the changes in academic placement criteria. X
26 Evaluate the changes to leveling in grades 5-8. X
27 Evaluate the practice of leveling at DHS and make recommendations. X
28 Implement the recommendations of the DHS leveling committee. X
29 Evaluate the changes to DHS leveling. X
30 Implement year 3 of the tech plan 2005-2006. X
31 Complete the 3 year tech plan for 2006-2009. X
32 Implement year 1 of the tech plan in July 2006. X
33 Implement year 2 of the tech plan in July 2007. X
34 Implement year 3 of the tech plan in July 2008. X
35 Review the data and recommendations for full day kindergarten and make recommendations. X
36 Implement the recommendations on full day kindergarten. X
37 Develop and implement a plan for recruitment of new faculty. X

Page 12 of 20
June 22, 2005 Strategic Plan Objectives

Curriculum
Our Proposition: The Duxbury Public Schools provides curriculum that is comprehensive,

1
Year
balanced and rigorous for all students. It enables the students to apply their learning to real life

Year 2
Year 3
Year 4
Year 5

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

situations in order to develop into a well-rounded individual ready to address the challenges and
competitiveness of a diverse, technological and global society.
Develop a comprehensive curriculum map and UbD template for each subject:
• English/Language Arts (preschool - 12) X
• World Language (K-12) X
• Music (1-12) X
• Science (preschool -12) X
• Computer Science (9-12) X
38
• Technology Education (K-12) X
• Mathematics (preschool – 12) X
• Art (1-12) X
• Physical Education (1-12) X
• Health (K-12) X
• Social Studies (preschool – 12) X
Develop a five-year curriculum development matrix to include every subject both major and minor
39
to ensure the consistent planned renewal and updating of curriculum.
Each year the plan will reflect the curriculum issues that are on the 5 year curriculum matrix for that
year. The topics below are the objectives to be completed in the first year of the plan. Following X
the development cycle: assess, plan, implement, and evaluate. Each of the objectives below is at
different stages depending on the work done in preceding years.
Implement curriculum development matrix for 05-06 including:
• Conduct a pilot of reading materials in PS–grade 6.
• Evaluate English/Reading in grades 6 & 7.
• Create a writing committee for PS–grade 7.
• Evaluate writing curriculum in PS–grade 12 and make recommendations.
40
• Evaluate recommended changes in math K-8.
• Implement recommended changes in math in grade 9.
• Assess math curriculum in grades 10-12.
• Evaluate Spanish in grade 2.
• Implement Spanish in grade 3.
• Plan for Spanish in grade 4.
• Determine what data will be used to evaluate world language program in grades 6-12.
• Determine what data will be used to evaluate music program in grades preschool – 12.
• Implement recommended changes in social studies in grades 9-12.

Page 13 of 20
June 22, 2005 Strategic Plan Objectives

• Implement recommended changes in physical education in grades preschool-12.

• Evaluate recommended changes in science in grades 7-12.
• Evaluate recommended changes in computer science in grades 9-12.
• Evaluate recommended changes in technology education in grades 7-12.
• Evaluate recommended changes in art in grades preschool-12.

41 Implement the curriculum matrix for 06-07. X

42 Implement the curriculum matrix for 07-08. X
43 Implement the curriculum matrix for 08-09. X
44 Implement the curriculum matrix for 09-10. X
Develop a policy on curriculum development including, but not limited to, steps, timelines, who is
45 X
involved and how.
46 Implement the policy on curriculum development. X
47 Evaluate the policy on curriculum development. X
48 Develop a three year MCAS Improvement Plan for 2007-2010. X
49 Implement year 1 of 2007-2010 MCAS Improvement Plan X
50 Implement year 2 of 2007-2010 MCAS Improvement Plan X
51 Implement year 3 of 2007-2010 MCAS Improvement Plan X
Publicize the recommendations and the research regarding Community Service Learning graduation
52 X
requirement and pilot a program.
53 Develop a process of evaluation of the Community Service Learning pilot. X
54 Evaluate the Community Service Learning pilot and make recommendations. X
55 Implement recommendations for Service Learning. X
56 Evaluate the Service Learning program. X

Page 14 of 20
June 22, 2005 Strategic Plan Objectives

Duxbury Middle School

1
Our Proposition: We have a true middle school guided by strong and effective leadership. The

Year
Year 2
Year 3
Year 4
Year 5
Middle School is an inclusive unit, grades 6-8, with its own curriculum leadership.

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

Evaluate the DMS schedule, course requirements and electives, research the exploratory model
57 X
and make recommendations.
Implement the recommendations regarding DMS schedule, electives and course requirements
58 X
and exploratory model.
Evaluate the implementation of the DMS schedule, electives and course requirements and
59 X
exploratory model.
60 Establish Grades 6-8 curriculum supervision and coordination as a middle school unit. X

Page 15 of 20
June 22, 2005 Strategic Plan Objectives

Professional Development

1
Our Proposition: A planned and focused program of sustained and pertinent professional

Year
Year 2
Year 3
Year 4
Year 5
development provides teachers with individualized training in skills and strategies necessary to
2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

teach a comprehensive, balanced and rigorous curriculum.

Develop a multi-year professional development plan for the district based upon needs assessment of
61 X
faculty and staff.
62 Implement year 1 of professional development plan. X
63 Implement year 2 of professional development plan. X
64 Implement year 3 of professional development plan. X
65 Implement year 4 of professional development plan. X
66 Implement year 5 of professional development plan. X
Train DHS teachers in Community Service Learning, connecting subject areas and community
67 X
service components.
68 Train teacher mentors to develop their mentoring and coaching skills. X
Develop a peer coaching model for teachers and implementation plan including best practices in
69 X
other districts and utilizing our exemplary teachers.
70 Implement the peer coaching program. X
71 Evaluate the peer coaching program. X
Provide training and skill building to evaluators and others in leadership roles in facilitation, group
72 X
dynamics, communication, feedback, etc.
73 Conduct 2 workshops for the School Committee on evaluation/ supervision and union negotiations. X
Provide workshops for the School Committee on roles/responsibilities, chain of command,
74 X
managing parent concerns.
75 Develop and implement a process for the School Committee to evaluate itself. X
Design a formal process for teachers to provide feedback to administrators with the intent of
76 X
improving administrative performance.
77 Implement the feedback process. X
Evaluate the process for providing feedback to administrators and make recommendations for
78 X
adjustments.
79 Create self-improvement plans for each administrator based on feedback from teachers. X
80 Develop a plan to foster leadership development in the system. X
Develop a self-evaluation instrument for teachers to utilize in goal setting and 5 year plan for
81 X
licensure.
82 Implement the teacher self-evaluation instrument. X

Page 16 of 20
June 22, 2005 Strategic Plan Objectives

Climate/Culture
Our Propositions: Duxbury Public Schools creates and fosters an atmosphere where individuals are
accepted and respected. We embrace diversity. We demand accountability. We teach our students
how to peacefully resolve differences, and make healthy choices. We provide a safe and "connected"

1
community that builds self-esteem, pride and confidence.

Year
Year 2
Year 3
Year 4
Year 5

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

How We Treat Each Other: We are a school community that affirms the inherent dignity and worth
of each individual, recognizes that conflict is a natural process, and requires honest, direct and
respectful communication. All members of the community are accountable for their actions and take
responsibility for practicing and promoting respectful behavior.
Develop a roundtable model for gathering teacher input at each level, discussing critical concerns and
83 X
disseminating information.
84 Create guidelines for conduct at School Committee meetings. X
85 Implement guidelines for conduct at School Committee meetings. X
86 Design a half-day team building session for all faculty/administrators. X
87 Implement a half-day team building session for faculty/administrators. X
88 Develop a 6-12 Advisor – Advisee program. X
89 Implement Advisor-Advisee program. X
90 Evaluate the Advisor-Advisee program. X
91 Implement the freshmen transition program. X
92 Evaluate the freshmen transition program. X
93 Implement the plan for student leadership development. X
94 Create a town meeting model for DHS students. X
95 Train all teachers in managing difficult conversations and situations. X
Fully participate in the implementation of the recommendations of the Youth Risk Task Force for
96 X
2005-2006.
Fully participate in the implementation of the recommendations of the Youth Risk Task Force for
97
2006-2007.
98 Evaluate the activities of the Youth Risk Task Force. X
99 Evaluate the impact of the Accountability, Behavior, Character (ABC) program at DMS X

Page 17 of 20
June 22, 2005 Strategic Plan Objectives

Role Clarity
Our Proposition: To maximize the skills of all of our education stakeholders, administrators, staff, students, school committee, parents, and community, roles
and responsibilities for each group are clear and well articulated. We make our expectations explicit through open dialogue with each other. We work
interdependently and collaboratively to make the Duxbury Public Schools the best they can be. Everyone in the community supports the administration and
the staff in their endeavor to educate students. There is always time and place for respectful discourse while treating our educators as competent
professionals.
• Role of Students: Students cooperate with each other and adults to contribute to a positive school climate. Students are responsible for their behavior:
they come to school prepared to learn; they actively engage in the learning process; they are respectful of others; and they work together to eliminate risky
behavior.
• Role of Teachers: Teachers inspire student to engage in the learning process. Every teacher connects with the students be recognizing and honoring their
students as individuals and valuing their differences and by bringing their full energy and enthusiasm for their work to the classroom. All teachers model
behaviors that create an atmosphere of respect through their actions, language, dress, and in their interactions with other teachers, with administrators, and
with parents.
• Role of Administrators: Administrators lead and manage the Duxbury Public Schools fostering an atmosphere of openness, trust and accessibility
amongst teachers, students and the community. As leaders, they communicate the school's vision while energizing and empowering teachers. As
managers, they are responsible for providing a safe and positive learning environment by being supportive, respectful, and fair to all stakeholders in the
educational process.
• Role of Parents: Parents contribute to an environment that fosters the health and well-being of the whole school community. Parents acknowledge that
teachers and school administrators are professionals who have the best interests of their child as their primary focus. Parents are open and respectful in
their dialogue with all school staff. Parents model appropriate behavior and respectful interaction for their children. As partners in their child’s
education, parents are informed, involved and follow the policies, procedures and guidelines of the Duxbury Public Schools.
1
Year
Year 2
Year 3
Year 4
Year 5

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

Analyze administrative tasks and how administrators spend their time. Clarify the role of building
100 administrators, prioritize responsibilities, and make clear recommendations and plans for change. X
Determine and provide resources needed to support administrative priorities.
Revise and revitalize the family compact. Include standards for behavior. Incorporate vision,
101 X
values, mission and goals.
102 Develop a plan to communicate and enforce the family compact. X
103 Implement plan to communicate and enforce the family compact. X
104 Develop clear expectations for professional dress and professional behavior. X
105 Implement expectations for professional dress and professional behavior. X

Page 18 of 20
June 22, 2005 Strategic Plan Objectives

Communication

1
Our Proposition: All members of the Duxbury school community are responsible for practicing

Year
Year 2
Year 3
Year 4
Year 5

respectful communication that is clear, consistent and supportive of student learning and
2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

achievement.
106 Implement year 3 of the communications committee plan. X
107 Implement year 4 of the communications committee plan. X
108 Investigate possibility/process for sending out mass emails and make recommendation. X
109 Implement mass email. X
Evaluate the impact and value of mass emails. Make recommendations.
110 X
Implement the recommendations on mass e-mails with appropriate communications to all parties.
111 Investigate automated telephone messaging and make recommendations. X
112 Include biographies of all teachers on the website. X
Review and revise a standardized operating procedure for committees. Include charge, leadership
113 X
tasks, membership, timelines, communication, and follow through.
114 Implement revised procedures for committees. X

Page 19 of 20
June 22, 2005 Strategic Plan Objectives

Facilities
Our Proposition: Duxbury Public Schools provides clean, healthy, attractive and up to date school

1
Year
facilities with state of the art technology, for Duxbury Middle and High School students, while

Year 2
Year 3
Year 4
Year 5

2008-2009

2005-2006
2006-2007
2007-2008
2009-2010

satisfying space requirements for a growing population. Expanded athletic facilities accommodate
a wide range of after school activities for all students.
115 Conduct a building needs assessment for grades 6-12 and make recommendations. X
116 Prepare article for Town Meeting for architectural drawings. X
117 Appoint a School Building Committee. X
118 Select an architect. X
119 Prepare an article for Town Meeting for construction funding. X
120 Secure funding. X
121 Build/renovate facilities. X

Page 20 of 20
 Appendix

Year 1 Matrix....................................................................................................1-7
July 12, 2005 Year 1 - Strategic Plan Objectives

Teaching and Learning Process

Our Proposition: The teaching/learning process of the Duxbury Public Schools engages all students as individuals
with different strengths and styles. The teacher facilitates learning by employing creative and stimulating methods,

1
Year
balancing the intellectual, physical and emotional needs of the student, in service of student achievement. The

2005-2006
teacher connects with each student, providing a meaningful and supportive learning environment. Clear and
measurable goals ensure that students meet high expectations.

5 Make recommendations on changes in curriculum supervision and coordination. X JM 10/05

Evaluate graduation requirements with the intent of raising standards. Examine regional practices, legal, DOE, and
8 X DZ 12/05
college requirements and make recommendations.
9 Develop a policy for the implementation of revised graduation requirements. X DZ 12/05
10 Develop a plan for the phasing in of revised graduation requirements. X DZ 12/05
11 Implement the recommendations of the GPA Review Committee beginning with the Class of 2009. X DZ 12/05
Develop a plan to address scheduling issues at DHS specifically related to start time, advisory time, group guidance,
12 X JM 12/05
homework management, and teacher collaboration.

13 Develop rubrics for expectations for student learning that are measurable and set high expectations for all students. X JM 10/05

Analyze Nature’s Classroom as an educational experience to identify the best practices in the teaching/learning
15 X JK 5/06
process, explore ways to replicate this educational experience and make recommendations.
23 Evaluate the criteria for academic placement for students in grades 6-12 and make recommendations. X SS 12/05
24 Implement the recommendations regarding academic placement criteria. X SS 12/05
27 Evaluate the practice of leveling at DHS and make recommendations. X JM 5/06
30 Implement year 3 of the tech plan 2005-2006. X PR 5/06
31 Complete the 3 year tech plan for 2006-2009. X PR 2/06
37 Develop and implement a plan for recruitment of new faculty. X EW 1/06

Page 1 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

Curriculum
Our Proposition: The Duxbury Public Schools provides curriculum that is comprehensive, balanced and rigorous

1
Year
for all students. It enables the students to apply their learning to real life situations in order to develop into a well-

2005-2006
rounded individual ready to address the challenges and competitiveness of a diverse, technological and global
society.
Develop a comprehensive curriculum map and UbD template for each subject:
• English/Language Arts (preschool - 12) X SS 5/06
• World Language (K-12)
• Music (1-12)
• Science (preschool -12)
• Computer Science (9-12)
38
• Technology Education (K-12)
• Mathematics (preschool – 12)
• Art (1-12)
• Physical Education (1-12)
• Health (K-12)
• Social Studies (preschool – 12)
Each year the plan will reflect the curriculum issues that are on the 5 year curriculum matrix for that year. The
topics below are the objectives to be completed in the first year of the plan. Following the development cycle: X SS 5/06
assess, plan, implement, and evaluate. Each of the objectives below is at different stages depending on the work
done in preceding years.
Implement curriculum development matrix for 05-06 including:
• Conduct a pilot of reading materials in PS–grade 6.
• Evaluate English/Reading in grades 6 & 7.
• Create a writing committee for PS–grade 7.
• Evaluate writing curriculum in PS–grade 12 and make recommendations.
• Evaluate recommended changes in math K-8.
40 • Implement recommended changes in math in grade 9.
• Assess math curriculum in grades 10-12.
• Evaluate Spanish in grade 2.
• Implement Spanish in grade 3.
• Plan for Spanish in grade 4.
• Determine what data will be used to evaluate world language program in grades 6-12.
• Determine what data will be used to evaluate music program in grades preschool – 12.
• Implement recommended changes in social studies in grades 9-12.
• Implement recommended changes in physical education in grades preschool-12.
• Evaluate recommended changes in science in grades 7-12.
• Evaluate recommended changes in computer science in grades 9-12.

Page 2 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

• Evaluate recommended changes in technology education in grades 7-12.

• Evaluate recommended changes in art in grades preschool-12.

Develop a policy on curriculum development including, but not limited to, steps, timelines, who is involved and
45 X SS 10/05
how.
46 Implement the policy on curriculum development. X SS 10/05
Publicize the recommendations and the research regarding Community Service Learning graduation requirement and
52 X KD 5/06
pilot a program.
53 Develop a process of evaluation of the Community Service Learning pilot. X KD 1/06
54 Evaluate the Community Service Learning pilot and make recommendations. X KD 5/06

Duxbury Middle School

Our Proposition: We have a true middle school guided by strong and effective leadership. The Middle School is
1

an inclusive unit, grades 6-8, with its own curriculum leadership.

Year
2005-2006

Evaluate the DMS schedule, course requirements and electives, research the exploratory model and make
57 X JK 1/06
recommendations.

Page 3 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

Professional Development

1
Our Proposition: A planned and focused program of sustained and pertinent professional development provides

Year
teachers with individualized training in skills and strategies necessary to teach a comprehensive, balanced and

2005-2006
rigorous curriculum.
Develop a multi-year professional development plan for the district based upon needs assessment of faculty and
61 X SS 1/06
staff.
62 Implement year 1 of professional development plan. X SS 5/06
67 Train DHS teachers in Community Service Learning, connecting subject areas and community service components. X KD 1/06
68 Train teacher mentors to develop their mentoring and coaching skills. X SS 5/06
73 Conduct 2 workshops for the School Committee on evaluation/ supervision and union negotiations. X EW 11/05
Provide workshops for the School Committee on roles/responsibilities, chain of command, managing parent
74 X EW 3/06
concerns.
75 Develop and implement a process for the School Committee to evaluate itself. X EW 3/06
Design a formal process for teachers to provide feedback to administrators with the intent of improving
76 X EW 10/05
administrative performance.
77 Implement the feedback process. X EW 11/05
79 Create self-improvement plans for each administrator based on feedback from teachers. X EW 12/05
81 Develop a self-evaluation instrument for teachers to utilize in goal setting and 5 year plan for licensure. X SS 1/06

Page 4 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

Climate/Culture
Our Propositions: Duxbury Public Schools creates and fosters an atmosphere where individuals are accepted and
respected. We embrace diversity. We demand accountability. We teach our students how to peacefully resolve
differences, and make healthy choices. We provide a safe and "connected" community that builds self-esteem, pride

1
and confidence.

Year
2005-2006
How We Treat Each Other: We are a school community that affirms the inherent dignity and worth of each
individual, recognizes that conflict is a natural process, and requires honest, direct and respectful communication. All
members of the community are accountable for their actions and take responsibility for practicing and promoting
respectful behavior.
DAZ,
Develop a roundtable model for gathering teacher input at each level, discussing critical concerns and disseminating
83 X CT, JK, 9/05
information.
JM
84 Create guidelines for conduct at School Committee meetings. X EW 12/05
85 Implement guidelines for conduct at School Committee meetings. X EW 1/06
86 Design a half-day team building session for all faculty/administrators. X SS 4/06
88 Develop a 6-12 Advisor – Advisee program. X JM 4/06
91 Implement the freshmen transition program. X KD 8/05
92 Evaluate the freshmen transition program. X KD 5/06
93 Implement the plan for student leadership development. X DMP 9/05
94 Create a town meeting model for DHS students. X DMP 3/06
95 Train all teachers in managing difficult conversations and situations. X SS 8/05
96 Fully participate in the implementation of the recommendations of the Youth Risk Task Force for 2005-2006. X JM/SS 5/06
99 Evaluate the impact of the Accountability, Behavior, Character (ABC) program at DMS X AG 5/06

Page 5 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

Role Clarity
Our Proposition: To maximize the skills of all of our education stakeholders, administrators, staff, students, school committee, parents, and community, roles
and responsibilities for each group are clear and well articulated. We make our expectations explicit through open dialogue with each other. We work
interdependently and collaboratively to make the Duxbury Public Schools the best they can be. Everyone in the community supports the administration and
the staff in their endeavor to educate students. There is always time and place for respectful discourse while treating our educators as competent
professionals.
• Role of Students: Students cooperate with each other and adults to contribute to a positive school climate. Students are responsible for their behavior:
they come to school prepared to learn; they actively engage in the learning process; they are respectful of others; and they work together to eliminate risky
behavior.
• Role of Teachers: Teachers inspire student to engage in the learning process. Every teacher connects with the students be recognizing and honoring their
students as individuals and valuing their differences and by bringing their full energy and enthusiasm for their work to the classroom. All teachers model
behaviors that create an atmosphere of respect through their actions, language, dress, and in their interactions with other teachers, with administrators, and
with parents.
• Role of Administrators: Administrators lead and manage the Duxbury Public Schools fostering an atmosphere of openness, trust and accessibility
amongst teachers, students and the community. As leaders, they communicate the school's vision while energizing and empowering teachers. As
managers, they are responsible for providing a safe and positive learning environment by being supportive, respectful, and fair to all stakeholders in the
educational process.
• Role of Parents: Parents contribute to an environment that fosters the health and well-being of the whole school community. Parents acknowledge that
teachers and school administrators are professionals who have the best interests of their child as their primary focus. Parents are open and respectful in
their dialogue with all school staff. Parents model appropriate behavior and respectful interaction for their children. As partners in their child's
education, parents are informed, involved and follow the policies, procedures and guidelines of the Duxbury Public Schools.
1
Year
2005-2006

Analyze administrative tasks and how administrators spend their time. Clarify the role of building
100 administrators, prioritize responsibilities, and make clear recommendations and plans for change. X CT 10/05
Determine and provide resources needed to support administrative priorities.
Revise and revitalize the family compact. Include standards for behavior. Incorporate vision,
101 X SB 1/06
values, mission and goals.
102 Develop a plan to communicate and enforce the family compact. X SB 2/06

Page 6 of 7
July 12, 2005 Year 1 - Strategic Plan Objectives

Communication

1
Year
Our Proposition: All members of the Duxbury school community are responsible for practicing respectful

2005-2006
communication that is clear, consistent and supportive of student learning and achievement.

106 Implement year 3 of the communications committee plan. X SS 5/06

108 Investigate possibility/process for sending out mass emails and make recommendation. X SS 11/05
111 Investigate automated telephone messaging and make recommendations. X PR 10/05
112 Include biographies of all teachers on the website. X PR 1/06
Review and revise a standardized operating procedure for committees. Include charge, leadership tasks,
113 X SS 10/05
membership, timelines, communication, and follow through.
114 Implement revised procedures for committees. X SS 11/05

Page 7 of 7