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

Action

Progress

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

ACTION COMPLETED

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

ACTION COMPLETED

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

Unpacked data from teacher survey as well as identified current tools available

Conducted district-wide walkthroughs

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

Create strategy guide for use by teachers

Schedule implementation for Fall 2020

Objective 1.2 Enhance student services;

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

Action

Progress

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)

ACTION COMPLETED

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

Included addition of parent modules for Montgomery 360 for the  2018-2019 school year

Conducted 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

Established coordination between UMS and MHS mentoring programs to provide continuum of support

Ensured  MHS staff member met with students at UMS prior to end of the year and made connection with MHS Achieve program

Compilation of  transition materials and implementation of new/revised programming

Incorporation of revisions to the  transition program into counseling/guidance curriculum--revised summer of 2018

ACTION COMPLETED

Develop system for tracking students accessing after-school help.

Investigated methods to track after-school help

Utilized Turnstile, once selected, to track extra help during Flex at UMS and beginning with 20 teachers at MHS

Selection of  system--Turnstile at UMS during Flex and at MHS after school (piloted by 21 teachers at MHS)

Expand system to more teachers at MHS

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 structures

Recommended addition of  this  a school counselor.

Survey Data

ACTION COMPLETED

Recommended additional actions to enhance student services.

Explored the feasibility of adding a middle school SAC

Researched and implemented risk assessment screening for all students in grades 7-12

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

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

Presentation of proposal for adding a middle school SAC for the 2019-20 school year

Recommendation of screening tool for risk assessment

 “Gatekeeper” training at Nov. 7 PD day for all certificated staff--district-wide

Feasibility Data

Implementation of risk assessment screening for grades 7-12

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

Action

Progress

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

Initiated drafting of MTSD SEL Framework

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

Applied for School of Character accreditation / Mock Audit (UMS)

Completed POG/SEL Curriculum Mapping (UMS)

Developed POG/Climate survey grades 3-12

MTSD K-12 SEL Program Inventory

MTSD POG/SEL Competencies document including definitions and learning progressions

Receipt of two promising practice awards from Character.org

Attend identified professional workshops SEL training. (CASEL Webinar Series, state character education conference in March at Rider) 2019-20

Examine current SEL Practices and Programs for proper alignment

Create programs and strategies to develop SEL competencies where needed Spring 2020

Write MTSD SEL Framework Spring 2020

Apply for UMS School of Character and  pursue district of character status Fall 2019

POG/SEL Curriculum Mapping by Spring 2020

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

Action

Progress

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 Professional Development  days and Flex Professional Development  opportunities by Fall 2018

A searchable database of historic professional development will be created

Usage reports and staff evaluations

Launch searchable database for Professional Development  by September 2019

Create guidelines for supervisor-led Professional Development  by September  2019

Develop innovative ways to deliver professional development.

Adapted Flex Professional Development  to better meet individual staff goals

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

Identified outside experts to facilitate district-wide Professional Development

Optimized supervisor-led sessions

Increased opportunities during all district Professional Development  days for staff input

Increased staff choice selection on Professional Development Days

Calibrated professional development best practices across departments and grade levels

Staff Professional Development Day agenda review

Professional Development Evaluation Data

Annual Employee Feedback Surveys

Building Staff Development Agendas

Apply tech turnkey model to teacher turnkey trainers and create guidelines/training procedures for teacher turnkey trainer program by Spring 2020

Explore the possibility of expanding summer Professional Development  to neighboring districts in order to increase shared ideas, collaboration, and diverse viewpoints by Summer 2020

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

Action

Progress

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

Utilized the student placement report to identify potential programming needs

Administered survey to special education teachers, related services providers and child study team members

Analyzed results to identify potential programming needs

Student Placement Report

Staff Survey

ACTION COMPLETED

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.

Action

Progress

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

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

Provided small-group Professional Development  to teachers at UMS/LMS

Collected survey and anecdotal data  to improve future SIOP training and collaborated with SIOP presenters to improve and tailor Professional Development  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, Professional Development  book, etc.

Provided administrator training to follow-up and support use of SIOP instructional strategies in the classroom

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

Provided SIOP strategies and activities Professional Development  book for SIOP participants

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

Trained additional cohorts in SIOP strategies and encouraged teachers to reference resources i.e. ELL profile,  Mainstream teacher resource folder, Professional Development  book, etc. (ongoing)

Attendance records

Survey results

Inventory of resources for teachers

Agendas for multi Professional Development  offerings related to teaching strategies for ELLs

Plan outline for teacher accountability of SIOP strategies implementation

ACTION COMPLETED

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 and 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

Conducted four Parent Advisory meetings

Communicated Seal of Biliteracy procedure out to community

Developed, translated, and implemented ELL progress reports

Began collection and translation of district documentation

ELL Summit sponsored by NJPSA, attended by Objective team and ELL teachers

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

ACTION COMPLETED

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

Action

Progress

Measured By

Next Steps

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

2017-2018

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

2018-2019

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

Examined the K-8 Language Arts Program

Identified specific area of focus within the K-8 Language Arts Program (Academic Support)

Identifying comparable school districts to determine Academic Support structures

Identified Academic Support current areas of success and potential areas for growth

Review Intervention Tracking Forms and linked these forms to Data Day spreadsheets to provide comprehensive information about individual students

Conducted professional development workshops for Academic Support teachers on the impact of brain-based research on interventions and distinguishing the difference between strategy-based interventions and accommodations

Provided professional development for classroom teachers on enhancing Tier 1 classroom-based strategies

2017-2018

Analysis of Wilson students’ performance through 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

2018-2019

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.)

Professional meetings with comparable school districts

Teacher focus groups

Data Day spreadsheets

Fall 2018 Workshop

Spring 2019 Workshop

2017-2018

ACTION COMPLETED

2018-2020

Create Academic Support Handbook

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

Action

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

Revised report card and conference form based on teacher feedback after 2 implementation cycles

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

Teacher input forms and committee meetings provided feedback used towards revisions

ACTION COMPLETED

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

Gathered  feedback from stakeholders

Facilitated  parent focus groups to gather feedback on report card and conference forms

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

Parent input and feedback captured in document and shared with team leaders

Facilitate additional focus group to gather input and feedback from a larger parent group prior to the end of 2019 school year

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

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

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

Grading information on department websites

MHS Student Handbook revised to include grading information

ACTION COMPLETED

Objective 2.2 Expand high school programs and pathways.

Action

Progress

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

Reviewed 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

Action

Progress

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

ACTION COMPLETED

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

Completed curriculum inventory tool

Tool utilized to begin curricular inventory at UMS in January and February of 2019

Supervisors review curriculum for some student exemplars

ACTION COMPLETED

Collect some student exemplars in the 2019-20 school year

Conduct a district curricular inventory during  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.

Action

Progress

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

Conducted 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

ACTION COMPLETED

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

Conducted two professional development days with MHS science faculty working with UMS and LMS science teachers

Conducted three professional development days 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 course.

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

Assessed first marking period grades for all physics students

ACTION COMPLETED

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.

ACTION COMPLETED

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

Action

Progress

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

Created  protocol for Five Point Decision Making Framework

Continued meetings as a functioning body, with report out to SLTs

Presented and shared protocol and decision making framework to ALT and revised based on feedback

Presented and shared procedures and decision making framework to DLT and revised based on feedback

Positive teacher responses to district survey questions

ACTION COMPLETED

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

ACTION COMPLETED

Objective 3.1 Recruit and retain high quality educators.

Action

Progress

 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

ACTION COMPLETED

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

Selected and held initial training of MTSD New Staff Cohort leaders

Implemented MTSD New Staff Cohort Program January 2019

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

ACTION COMPLETED

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

ACTION COMPLETED

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

Actions

Progress

Measured By

Next Steps

Establish partnership with higher education

Documented district’s 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

ACTION COMPLETED

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

Designed website  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. TBC Spring 2020

Objective 3.3 Improve communication with all stakeholders.

Action

Progress

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  

Tracked Websites 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

Submitted proposal for tracking  usage and efficiency

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

ACTION COMPLETED

Monitor usage of communication tools.

18-19 vs 17-18,  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

Awaiting results of District Survey in regards to community transition concerns before the District Transition team forms

Objective 4.1 Provide a safe and healthy school environment.

Action

Progress

Measured By

Next Steps

Enhance Bus Safety and Security

Included new radio equipment  in 2018-19 budget

Created new bus driver training manual

Enhanced training for K-1 students and parents

Provided buses at OHES new Kindergarten orientation 9/5

Included bus safety drills on board agenda

Enhanced review of safety requirements with drivers

Drafted a transportation handbook

Conducted meetings with stakeholders

Provided parents and 2019-2020 Kindergarten students, overview of bus procedures

Stakeholder feedback

Bus safety reports

Third party audit of school safety practices

Videos for staff, parents and students

Develop expanded plan to communicate with parents

Finalize transportation handbook

Installation of GPS system on all buses (May 29-31 2019)

Enhancement of Crisis Management Plan

Conducted meetings with district safety committee

Reviewed safety plan

Adopted  Somerset County Protocol “I Love U Guys”

Conducted stakeholders meetings  on district safety

Conducted tabletop exercise

Completed safety drill  November 5, 2018

 Crisis Management Plan

Regular scheduled drills including Fire and Police

Third party audit of school safety practices

ACTION COMPLETED

Evaluation of external school safety practices

Received and reviewed proposals to audit school safety practices

Obtained Board approval for vendor to conduct audit

Scheduled evaluation

Third party audit of school safety practices

ACTION COMPLETED

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

Action

Progress

Measured By

Next Steps

Seek new revenue sources

Conducted meetings 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

Identified long range projects for each school

3-5 year financial plan

5 year capital plan

Document presented to board annually

ACTION COMPLETED

Evaluate alternative energy sources

Consultant provided an energy audit for all five schools

Adopt or implement alternative energy if identified

Following receipt of audit, review audit and make decision on implementation

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.

Action

Progress

Measured By

Next Steps

Provide training for custodial staff

Created training manuals

Trained staff on  proper cleaning

Trained staff on proper use of the district’s chemical dilution system

Report from department that staff are trained

Inspections and observations

ACTION COMPLETED

Implementation of a five year maintenance plan

Consulted with head custodians and building principals

Maintained staff records

Created 5-year maintenance plan

Five year plan updated annually

ACTION COMPLETED

Include capital plan in annual budget

Included following projects in 2018-19 budget:

Gym refinishing

Masonry work

Door and hardware replacement

Roof maintenance

Included capital projects in 2019-20 budget

New Transportation Bldg. completed

Approved annual budget will include capital projects

Board approval of capital projects in 2019-20 final budget