GOAL 1: STUDENT SUCCESS - Maximize the social-emotional and academic growth of every student.

Objective 1.1 Differentiate instructional strategies to support each student’s unique learning needs, interests, and aptitudes.




Measured By

Next Steps

Identify differentiation strategies currently utilized by teachers K-12

Developed survey questions focused on current differentiation practices being implemented.


Administered the survey and share survey data of most commonly used differentiation strategies currently being utilized with content area supervisors and special services supervisors.

Collection of tools and Survey Data



Identify staff learning needs

Developed survey questions focused on enhancing current differentiation strategies.


Administered the survey and shared survey data with content area supervisors and special services supervisors in order to guide their professional development planning.

Survey Data



Provide a Professional Development model that will serve as a resource for differentiated instruction


Unpack data from teacher survey as well as identify current tools available

A defined professional development model of differentiation for elementary/middle/high school levels

Schedule implementation for Fall 2019

Objective 1.2 Enhance student services;

Branch out guidance into two sections: one for college experience and one for student success



Measured By

  Next Steps

Identify the greatest student needs at various transitions and enhance student supports.

Evaluated survey data - identified two transitions with highest concern:  grade 8 to 9 and high school to college

Identification of greatest need and enhancement of supports for student transitions (see next action)


Creation of "transition" specific materials and revision of student services programming at major transitions between buildings.

Created context map of existing transition experiences in the district

Began 9th grade transition program for those identified as needing additional transition support

Initiated Montgomery 360 for HS students and developed monthly topics in addition to inclusion of lessons coordinated with health classes

Addition of parent modules for Montgomery 360 for 2018-19

8th grade HS visit prior to course selection with addition of electives fair. 

Established Peer Helper program at UMS

Revised Freshmen Guidebook

Provided parents of 8th graders with worksheet for tracking high school courses

Established MHS alumni group on LinkedIn

Coordinated with Obj 1.3 and 2.1 in creating Portrait of a Graduate competencies at each grade level

Coordinated between UMS and MHS for mentoring programs to provide continuum of support; MHS staff member met with students at UMS prior to end of the year and made connection with MHS Achieve program

Completion of new transition materials and implementation of new/revised programming


Incorporate revisions to transition programming into counseling/guidance curriculum to be revised summer of 2018

Develop system for tracking students accessing after-school help.

Investigated methods to track after-school help.  Will be utilizing Turnstile to track extra help during Flex at UMS and beginning with 20 teachers at MHS.

Creation/selection of system


Explore the options of separating college from school counseling.

Surveyed 18 public high schools

Surveyed college admissions reps who visited MHS (approx. 150)

Researched local private/parochial high schools and their school counseling structure

Not recommending this change.  Instead recommending the addition of a school counselor.

Summary of survey data and final determination.


Recommended additional actions to enhance student services.

Explore the feasibility of adding a middle school SAC

Research and implement risk assessment screening for all students in grades 7-12

Train staff in recognizing signs of concern in students (“gatekeeper” training)

Examine feasibility of providing Youth Mental Health First Aid training for all staff over the next 3 years

Proposal for adding a middle school SAC for the 2019-20 school year

Recommend screening tool for risk assessment

“Gatekeeper” training scheduled for Nov. 7 PD day for all staff

Creation of plan for training 3-5 staff members to serve as trainers for Youth Mental Health First Aid

Implementation of risk assessment screening for grades 7-12

Objective 1.3 Ensure students’ social-emotional needs are being addressed.



Measured By

Next Steps

Align K-12 SEL programs and strategies to design a comprehensive, developmentally appropriate SEL K-12 framework.

Gathered current MTSD SEL Programming K-12

Conducted  research on best practices through visits to schools with strong Character Education programs (Schools of Character)

Aligned NJ State Social, Emotional Learning (SEL) Competencies with Portrait of a Graduate

Developed Learning Progression for SEL/POG Competencies

Began drafting MTSD SEL Framework

Reviewed established SEL Frameworks (i.e. CASEL, Illinois State Boe)

Received two promising practice awards from Character.org


MTSD K-12 SEL Program Inventory

MTSD POG/SEL Competencies document including definitions and learning progressions



Attend identified professional workshops SEL training. (CASEL Webinar Series, state character education conference in March at Rider)


Examine current SEL Practices and Programs for proper alignment.


Create programs and strategies to develop SEL competencies where needed. 


Write MTSD SEL Framework in summer 2019


Apply for UMS School of Character and  pursue district of character status.


Objective 1.4 Provide relevant, targeted professional development for all staff.



Measured By

Next Steps

Develop comprehensive management tool for tracking district professional development and alignment to district goals by staff member

Conducted an audit of professional development topics covered since 2012;


Piloted  additional features of the district’s current tool for in-house (GoSignMeUp) professional development;


Developed  a protocol for utilizing the district registration software for both district PD days and Flex PD opportunities by Fall 2018


A searchable database of historic professional development will be created


Usage reports and staff evaluations

Launch searchable database for PD by Spring 2019


Create guidelines for supervisor-led PD by Spring 2019

Develop innovative ways to deliver professional development.

Adapted Flex PD to better meet individual staff goals;

Collaborated with MTEA on updating flex pd procedures and calibrate Flex PD options


Continue to identify outside experts to facilitate district-wide PD; continue to  optimize supervisor-led sessions;continue to increase create and design time during all district PD days;continue to  increase staff choice on Professional Development Days;

Staff Professional Development Day agenda review


Professional Development Evaluation Data


Annual Employee Feedback Surveys



Apply tech turnkey model to teacher turnkey trainers and create guidelines/training procedures for teacher turnkey trainer program by Spring 2019


Explore the possibility of expanding summer PD to neighboring districts in order to increase shared ideas, collaboration, and diverse viewpoints by Summer 2019


Calibrate professional development best practices across departments and grade levels.


Objective 1.5 Ensure special education services provide a continuum of supports and interventions that meet each learner's needs.



Measured By

Next Steps

Evaluate program placement options across the district, identify potential gaps in programming, and develop a plan to remediate where needed

Initiated an analysis of program placement options for current students with disabilities PreK - Grade 12

Developed a survey to obtain special education staff input regarding program placement options

Utilize the student placement report to identify potential programming needs: June 2018

Administer survey to special education teachers, related services providers and child study team members: March 2018

 Analyze results to identify potential programming needs: June 2018


Student Placement Report





Staff Survey



Evaluate current resources and supports available for students with disabilities across the district, and identify potential needs for improvement

Initiated an analysis of the resources and supports provided in each instructional setting across building levels

Developed a survey to obtain special education staff and parent input regarding the availability of resources and supports to address the needs of the students with disabilities 


Special Education Resources Report




Staff and Parent Survey


Analyze data obtained through report and survey to identify potential programming needs:




Administer Parent Survey

Administer follow up staff survey to access indicators of demographics of needs.


Objective 1.6 Address areas for improvement in English Language Learners (ELLs) program.



Measured By

Next Steps

Facilitate training and provide resources for staff and administrators in appropriate instruction and cultural competency related to ELLs and multilingual learners

Provided PD on English Language Learners (ELL) and Disabilities to counseling, academic support and CST staff


Completed Sheltered Instruction (SIOP) training of 71 district teachers - cohorts 1 & 2

Provided small-group PD to teachers at UMS/LMS

Collected survey and anecdotal data  to improve future SIOP training

Collaborated with SIOP presenters to improve and tailor PD for MTSD based on survey and anecdotal feedback

Facilitated cultural and language awareness mini-lessons for SIOP participants

Trained 28  staff members/cohort 3 in SIOP strategies and encouraged teachers to reference resources i.e. ELL profile,  Mainstream teacher resource folder, PD book, etc.  (day 3 Fall 2018)

Provided administrator training

to follow-up and support use of SIOP instructional strategies in the classroom (Summer 2018)


Created and continue to build Mainstream teacher resource folder in shared Google drive

Provided SIOP strategies and activities PD book for SIOP participants


Attendance records


Survey results


Inventory of resources for teachers

Continue to train additional cohorts in SIOP strategies until all staff is trained and encourage teachers to reference resources i.e. ELL profile,  Mainstream teacher resource folder, PD book, etc.



Provide SIOP follow-up PD for teachers e.g. explore summer book club; Support teachers in creating unit and lesson-specific scaffolds for linguistically diverse students; curricular exemplars


Improve intervention protocols and instructional practices for ELLs, multilingual learners and related at-risk populations

Developed list of program needs based on state mandates and identified need

Curtailed list to highest priority items

Designed and implemented ELA standards-aligned ELL= curriculum at MHS

Purchased text about Sp.Ed. & ELLs

Provided PD for WL and ESL teachers on teaching world languages to students with disabilities


Meeting notes and recording spreadsheet

BOE-approved curriculum on RubiconAtlas

Schedule focus on this action item for 2019 -2021



Enhance support services for ELLs, multilingual learners, related at-risk populations and their families






Developed list of program needs based on state mandates and district identified needs

Held 4 Parent Advisory meetings  (ongoing)

Communicated Seal of Biliteracy procedure out to community

Developed, translated, and implemented ELL progress reports

Began collection and translation of district documentation (ongoing)

Objective team and ELL teachers attended ELL Summit sponsored by NJPSA

Translated OHES/VES Handbook and district report cards into several priority languages and posted on Genesis and district/school websites in Summer 2018

Piloted and determined best use of  interpretation device at VES/MHS:  iPad w Google translate


Explored late bus access (based on current budget, cost prohibitive)


Established assignments and responsibilities for:

       collaboration and communication regarding ELL- related instructional strategies and best practices across buildings;

       Point-of-entry procedures in alignment with state mandates and best practices;

       Interpretation best practices, standards and ethics

Meeting notes and recording spreadsheet

Seal of Biliteracy article publicized & info on website and MHS Program of Studies

Two (2) ELL Parent Advisory Meeting articles publicized & info on website

Translated documents

Attendance / agendas


Objective 1.7 Evaluate the impact of programs and expenditures on student learning.



Measured By

Next Steps

Evaluate budgeted program(s) that are aimed at positively impacting students academically.


Examined academic growth and proficiency for identified students in the Wilson program for three years and compared their performance to other students with similar histories, as well as to all other students.

Developed objective team questions for certified Wilson Teachers’ focus groups and conducted focus groups with certified Wilson Teachers.


Examined feedback from certified Wilson Teachers’ focus groups.


Developed survey questions that were administered to Wilson students.



Examined K-4 student reading performance to identify current achievement levels.


Examined statewide assessment data for student performance grades 3-8.


Examined transition of students from elementary to middle school through the lens of K-8 Language Arts.




ECRA analyzed Wilson students’ performance through  a growth model  utilizing multiple assessment scores to create a composite achievement score that represents past achievement and provides a baseline for projections to future performance

Growth was then  evaluated for each student.


Review of cohort running record data from grades 1-4, for current 5th graders (18-19).

Review of PARCC reading and writing data.

Review of programs and structures at the elementary and middle school levels (academic support, general education, special education, etc.)














Examine the K-8 Language Arts Program.


Identify specific area of focus within the K-8 Language Arts Program.

GOAL 2: SCHOOL AND WORK ENVIRONMENT - Ensure a learning environment that promotes excellence.

Objective 2.1 Increase teacher-parent communication about students’ educational progress.



Measured By

Next Steps

Implement the Revised K-4 Standards-Based Report Card and Parent-Teacher Conference Form

Completed and implemented Report Card/Conference Form.

Delivered Professional Development  to teaching staff

Collected feedback from teachers on report card and conference form


New conference forms delivered directly to parents during the 2017-18 school year 

New report card  delivered to parents through Genesis in February and June 2018






Revise report card and conference form based on teacher feedback after 2 implementation cycles (Spring 2019)



Collect and analyze parent feedback on implementation and effectiveness of new K-4 Standards Based Report Card and Conference Form

Will gather feedback in the spring of 2019


Revisions to report card and conference forms reflective of focus group and teacher feedback.

Spring 2019- Facilitate  parent focus groups to gather feedback on report card and conference forms




Communicate established grade 5-12 grading timeline expectations to students and parent

Communicated expectations to staff, students, and parents  through department websites

Grades 5-8 added grading timeline expectations to Student Handbook for 2018-2019


Grading information on department websites


MHS Student Handbook revised to include grading information




Objective 2.2 Expand high school programs and pathways.



Measured By

Next Steps

Research program and course offerings from a diverse sampling of high schools

Began evaluation of high school pathways

Utilized Hanover reports  to guide our  feasibility study

Review additional information from Hanover upon receipt

Developed an alternative 9th grade science course for the 2018-2019 school year: Integrated Physical, Earth, and Life Science (IPELS)


Hanover research study

Conduct interviews across 15-20 high schools for benchmarking to inform decisions


Conduct a feasibility study of potential courses or pathways for MHS students



To begin in 2019

Completed study

Conduct study following Hanover Research report for 2019-2020

Objective 2.3  Ensure the curriculum and assessment system across and grade and building levels support the Portrait of a Graduate



Measured By

Next Steps


Define and create a progression of the sub competencies that comprise the Portrait of a Graduate





Defined each characteristic of the Portrait of a Graduate for every grade level, K-12


Grade level charts with clear definitions for each characteristic of the Portrait of a Graduate






Identify curricular strengths and weaknesses in representing the Portrait of a Graduate across grade levels


Completed curriculum inventory tool


Supervisors review curriculum for exemplars. 


Supervisors share data and collect feedback from teachers during Department meetings and Learning Teams.


Collect student exemplars in the 2018-19 school year. 


Conduct a curriculum inventory in the 2019-20 school year.

Expand teaching and learning strategies in the classroom that support the Portrait of a Graduate across grade levels


Scheduled for the 2020-21 school year


Classroom observations.  Student and teacher feedback

Implement professional development on teaching strategies that  support the Portrait of a Graduate (2020-21 school year)


Objective 2.4 Examine the science program.



Measured By

Next Steps

Conduct interviews/focus groups of school community members to gather clarifications about the strategic survey data and collect ongoing feedback regarding the student experience in science

Conducted focus groups June 2017

Reported out public board meeting in August 2017

Conducted second round focus groups in spring 2018

Collected and shared data from focus groups

Conduct third round focus groups in winter 2018


Collect, analyze  and report data to BOE

Communicate to students and parents how the new science standards are driving a shift within the learning experience in the classroom

Communicated new science standards, shift in the learning experience and grading expectations to all stakeholders


Modeled expectations for learning shift in student classrooms


Conducted four parent meetings at LMS informing parents of the new standards


Held Family STEM Night the in Fall of 2017 led by students and teachers to share new standards and practices.


Presented K-4 curricular changes to the board on February 13, 2018

Provided and clarified all information regarding new standards


Annual presentation cycle in place.

Utilize teacher learning teams to develop consistency in instructional practices, student assessments, homework, and communication of student learning experiences.

Developed plan with science staff to insure consistency of instructional practices, homework, and assessments among all classrooms through district database.


Established articulation schedule between UMS  & MHS departments to foster collaboration and professional development.


Conducted two articulation meetings and two professional development days between MHS and UMS faculty. Two professional development days conducted with MHS science faculty working with UMS and LMS science teachers..


Three professional development days conducted between OHES and VES science faculty


Conducted mid-year survey to ensure continued consistency.


Implemented on-going plan to review and insure consistency in instructional practices, assessments, homework, and communication.


Continue professional development.

Examine the current recommendation process and markers for success, inclusive of math skills, to inform student placement in science.

Analyzed data at end of school year for physics students.


Completed curriculum writing for IPELS by June 2018.


Established regular 8th to 9th grade science and math teacher articulation days for 18-19


Assessed first marking period grades for all physics students







Develop a transitional experience for freshmen to aid the transition into physics.

Utilized MHS Collaborative Learning Teams (CLTs) to develop and implement a new physics unit focussing on experimental design and mathematical foundations.


Reviewed and revised Physics First introductory unit to increase student success.


Refined transition unit for implementation in fall 2018.

Evaluated student survey to determine effectiveness of transitional Unit.







Objective 2.5 Develop strategies for ongoing staff involvement in the decision-making process, as well as with planning and implementation of new initiatives.    



Measured By

Next Steps

Utilize the District Leadership Team (DLT) designed to foster a collaborative learning environment, working together on district-wide problem solving while guiding the integration of school collaboration efforts with district initiatives.

1a. Identify and adapt a decision making framework.

1b. Create a rollout protocol to be used with new initiatives, inclusive of the full cycle of evaluation.

Utilized DLT structure, K-12, with focus on homework

Rollout protocol created

Five point decision making framework created

Continued meetings as a functioning body.  Report out to SLTs.

Present/Share rollout protocol and decision making framework to ALT and revised based on feedback.

Present/Share rollout procedures and decision making framework to DLT and revised based on feedback.


Positive teacher responses to district survey questions.


Create School Leadership Teams (SLTs) through which teachers and administrators work together on school-level problem solving, plan and implement new initiatives, and guide the integration of school collaboration efforts with problem solving initiatives and district goals.

Instituted SLTs  in every school, with a current focus on homework. Formed solutions committees on an as-needed basis, with the goal of joint decision making

Positive teacher responses to district survey questions.



GOAL 3: COLLABORATION AND COMMUNICATION - Strengthens stakeholder relationships to support and enhance learning.

Objective 3.1 Recruit and retain high quality educators.



 Measured By

Next Steps

Refine hiring protocols and district recruitment practices.

Benchmarked 8-10 comparable districts’  recruitment and selection protocols.

Synthesized interview data from comparable districts.

Identified best practices from data to enhance MTSD hiring  protocols

Completed outreach of comparable districts.


Enhance onboarding protocols and support systems provided to pre-tenured staff.

Identified components for a Cohort program;

Outlined and proposed a budget for a Cohort program

Secured budget through Title II funding for Cohort program

Outlined parameters and posted for Cohort program lead teachers

Establishment of a Cohort program for pre-tenured staff designed to build camaraderie and enhance supports provided through the current mentoring program through intra-and inter-building meetings

Selection and initial training of MTSD New Staff Cohort leaders

Implementation of MTSD New Staff Cohort Program: Fall 2018

Examine and accommodate revised state requirements for student teachers.

Developed and administered a questionnaire for local universities regarding expectations for student teachers

Reviewed responses from universities and aligned with state requirements

Examined media release policy to accommodate video taping of student teachers and developed a form for district-wide use


A district-wide procedure for management of student teachers


Objective 3.2 Build partnerships between schools, families, and community to enhance student-learning opportunities.



Measured By

Next Steps

Establish partnership with higher education

Documented district current partnerships with higher education.

Focused on utilizing current meeting structures with local high schools to collaborate and share best practices related to higher education partnerships

Outline of local schools and best practices with higher education


Analyze HS schedule to find any prohibiting factors.

Collaborate with MTSD Director of Student Academic and Counseling Services to determine master schedule support and/or modifications needed.

Gather data on percentages for dual enrollment for schools in comparative districts, ascertain recruitment process for potential use in MTSD.


Increase opportunities for community partnership for job shadowing with community professionals.

Website designed  to host learning and partnering opportunities for students through community professional partnerships

Website activity and track partnerships and student participation


Develop marketing strategies to promote to greater number of students and community members involved

Structure approval process for volunteers.

Develop protocol for student, parent, community participation.


Objective 3.3 Improve communication with all stakeholders.



Measured By

Next Steps

Determine the most utilized, effective, and preferred methods of communication i.e. E-Blast, Blackboard Connect, Twitter, Remind  etc.


Attended all five School Leadership team meetings to analyze current methods of communication with parents, educators, students.


Focused on reviewing District Website for ADA compliance.  Sites are prepared for streamline one approvals are in place.  have tracked Web sites of all schools over the last 4 years to determine a steady drop in community use.


Enhanced schools’ use and availability of text messaging  through Blackboard Connect to facilitate communication between schools and parents.


Cross referenced (aggregate) current communication methods from each individual school and analyzed most effective methods in order to streamline district communication - proposal submitted and will be tracked for usage and efficiencies.


Strategic Planning Committee communication and discussions with School Leadership teams in each school.

-notes, evidence, and documentation from these meetings have been conveyed and memorialized to objective teams.


Website traffic/usage is trending down over the last 4 years.


Blackboard connect usage data: Blackboard connect is underutilized by schools- this has greater potential - consistent use needs to be followed and measured over the coming school year - the ability to use text is now available for  all school.


Tracking schools’ websites usage shows that heavy usage is primarily parents and students using this as the portal to access Genesis.







Monitor usage of communication tools.

18-19 vs 17-18 TBC Spring 2019



Enhance communication for families’ transitions between grades and schools.

Attended all five School Leadership team meetings to analyze current methods of communication with parents, educators, students - pertaining to transitions.




Annual parent and student survey developed by other Strategic Plan team 1.2


Measured by collection of data

Establish communication guidelines specific to individual schools for parents spring 2019



Form District transition team to establish uniform communication among school leadership teams and help parents with transition between schools.-winter 2018-2019



GOAL 4: RESOURCES AND OPERATIONS - Optimize operational and financial resources to enhance student experience.

Objective 4.1 Provide a safe and healthy school environment.



Measured By

Next Steps

Enhance Bus Safety and Security

New radio equipment included in 2018-19 budget

Created new bus driver training manual

Enhanced training for K-1 students and parents

Buses present at OHES new Kindergarten orientation 9/5

Bus safety drills included in board agenda

Enhanced review of safety requirements with drivers


Better communication

Bus safety reports

Completion of third party audit of school safety practices

Creation of videos for staff, parents and students


Update transportation handbook - anticipated Fall 2018

Develop expanded plan to communicate with parents



Enhancement of Crisis Management Plan

Meetings held with district safety committee

Reviewed safety plan

District adopted Somerset County Protocol “I Love U Guys”

Stakeholders met on district safety

Tabletop exercise


Implementation of Crisis Management Plan

Regular scheduled drills include Fire and Police

Completion of third party audit of school safety practices

Drill - November 5, 2018


Evaluation of external school safety practices

Received and reviewed proposals to audit school safety practices

Obtained Board approval vendor to conduct audit

Evaluation scheduled


Completion of third party audit of school safety practices


Objective 4.2 Maintain balanced and sustainable short and long-term budgets.



Measured By

Next Steps

Seek new revenue sources

Meetings held with district sustainability team

Received NJ Smart Start Grant

Received Sustainable NJ Grant

Received Safety Grant

Contacted community businesses for revenue opportunities

Investigated grant writing opportunities with NJSBA


Revenue received from new sources

Evaluate Energy/Cost Savings through ESIP

Develop 5 year plans for major expense categories

Long range projects identified for each school

3-5 year financial plan

5 year capital plan

Document presented to board annually



Evaluate alternative energy sources


Adopt or implement alternative energy if identified

Conduct audit of current energy

Investigate other opportunities

Target 3/31/19


Retrofit all facilities with LED light fixtures to reduce energy costs

LED light fixtures installed in various parking lots

LED lights replaced in UMS media center

Included LED light fixtures in 2018-19 budget for MHS parking lot

Examined interior lighting to upgrade to LED

Report of completed retrofit light fixtures

Timelines identified for completion in each building


Objective 4.3 Ensure facilities are efficiently maintained and operated.



Measured By

Next Steps

Provide training for custodial staff

Manuals created

Staff trained in proper cleaning

Staff trained on proper use of the district’s chemical dilution system


Report from department that staff are trained

Inspections and observations


Implementation of a five year maintenance plan

Consultation with head custodians and building principals

Maintenance staff records

Created 5-year maintenance plan


Five year plan updated annually


Include capital plan in annual budget

Projects included in 2018-19 budget:

Gym refinishing

Masonry work

Door and hardware replacement

Roof maintenance


Approved annual budget will include capital projects

Include capital projects for Board approval in 2019-20 final budget.




Revised November 1, 2018