Mountain Lakes School District Long Range Education Plan 2009-2014 Timeline For Implementation of Recommendations

Mountain Lakes School District Long Range Education Plan 2009-2014
Timeline for Implementation of Recommendations DRAFT

Recommendation: Curriculum Revision #1: The current cyclical process of curricular design and delivery should be retained with
key refinements that will provide the ability to enhance curriculum on an ongoing basis. Future revision of curriculum guides will
integrate the revised New Jersey Core Curriculum Standards Content Standards and incorporate appropriate elements from the state’s
model.
Action Plan Suggested Timeline People Involved Indicators of Success

1. Distribution and discussion of the 2009-2010 School year Administrative Team, Attendance & discussion at
2009 Revised Content Standards Faculty faculty & departmental
meetings focused on curriculum
revision
2. Comparison of 2009 standards with Spring 2010 Administrative Team, List of similarities and
2004 standards & LREP goals Faculty differences formulated and
collected
3. Summer Curriculum writing & Summer 2010-June 2014 Curriculum writers, Supervisors & Administrative
revision to reflect new standards (Ongoing) Administrative Team Team send curricula to Board
for approval
1
Recommendation: Curriculum Revision #2: Future revision of curriculum guides will promote 21st Century Learning and
concepts of Sustainability.
Action Plan Suggested People Involved Indicators of Success

Timeline
1. A review of the district curricular Spring 2010 Administrative Team Recommendation from Administrative
templates with an evaluation of how the regarding template.
template can reflect new LREP goals (in
addition to 2009 standards)
2. Template is presented to the district Fall 2010 Faculty & Administrative Through First Class, the entire faculty
faculty and revised based on teacher Team will have the opportunity to review and
feedback. comment on the new template prior to
its adoption.
3. Curricula is examined and future courses Fall 2010 Faculty & Administrative New curriculum proposals are sent to
and topics including the 21st century themes Team the Board of Education; District is in
such as global awareness & economic compliance with state curricular
literacy are explored mandates
4. Board of Education approves the Spring 2011 Administrative Team, Board approval and dissemination of
adoption of the revised curriculum model Program Committee the template
for the district.
5. The district faculty begin the process of Summers of Curriculum writers, Board approval of curricula and
rewriting curriculum guides using the 2011-2014 Administrative Team postings on First Class
online template
2
Recommendation: Curriculum Revision #3: Teachers will be encouraged to increase the number of authentic learning
tasks they implement each year of the LREP.

1. Professional Development training Spring 2011-Spring Administrative Team, LPDC, A significant increase of PD
with authentic learning tasks should 2012 Teacher Institute opportunities regarding the authentic
continue and be expanded Coordinator, ITS Team learning during PD in-service days
and Institute courses
2. “Best Practices” Professional Spring 2012-Fall District faculty Teachers attendance and discussion
Learning Communities formed in 2012 regarding examples of authentic
each building with a focus on learning
authentic learning tasks
3. Dissemination of “Best Practices” Spring 2013 “Best Practice” PLCs, Teachers completion of an online
from the PLCs during Department Administrative Team, LPDC authentic learning survey
Meetings, Faculty Meetings, and PD
in-service days
4. Incorporation of authentic learning Fall 2013 District faculty Inclusion of authentic learning tasks
tasks in teachers’ plans in faculty annual evaluations and
Personal Growth Plans
5. An increase of authentic learning Spring 2014 Faculty & Administrative Authentic learning tasks evaluated by
tasks from Fall 2013 Team administration during formal and
informal observations
3
Recommendation: Curriculum Revision #4: Future revision of curriculum guides will expand the present considerations
regarding Ethical Decision Making/Character Education to include personal and inter-personal responsibility and respect for
differences of all kinds.

1. Professional training focusing on Fall 2010-Spring 2011 Administrative Team, LPDC, Teachers encouraged to attend
ethical decision-making should High School AFG Team workshops that address LREP
continue and be expanded especially goals
with an examination on technology &
ethics (See these NYT & WSJ articles)
2. Character Education PLCs formed Spring 2011-Spring 2012 Faculty members Guideline completion and
to discuss “best practices” and create approval by Administrative
guidelines for curriculum writers Team
3. Curriculum writing/revision Summers of 2012, 2013 & Curriculum writers Completed curricula approved
reflects Ethical Decision Making 2014 by Board of Education and
and/or Diversity “best practices” posted online
4
Recommendation: Curriculum Revision #5: Future revision of curriculum guides will be infused with or linked to a
repository of related technological resources available to support all aspects and all stages of teaching and learning including
hardware, software, Websites, podcasts, Web 2.0 resources, etc. Rather than existing as one element of a curriculum guide,
technology should be regarded as an integral part of each element of the curriculum including instruction, learning activities,
differentiation, and assessment.

1. Technology training with Web 2.0 Spring 2010-Spring 2011 Administrative Team, LPDC, A significant increase of PD
features as a focus should continue Teacher Institute Director, opportunities regarding the
and be expanded Briarcliff IDE Team authentic learning during PD in-
service days and Institute
courses
2. Teacher participation in Phase 2 of September 2010 District Faculty, LPDC Completion of a Phase 2
NJ Revision Project Module from NJ DOE website
for PD credit
3. “Best Practices” Professional Spring 2011-Fall 2011 District faculty Teacher attendance and
Learning Communities formed in discussion regarding examples
each building with a focus on of authentic learning
incorporating Web 2.0 technology in
21st century classrooms
4. Dissemination of “Best Practices” Spring 2012 “Best Practice” PLC, Teacher completion of an online
from the PLCs during Department Administrative Team, LPDC Web 2.0 module from the NJ
Meetings, Faculty Meetings, and PD DOE website
in-service days
5. Incorporation of “Best Practices” 2013-2014 Administrative Team, Hyperlinks added to online

in online curriculum Faculty curricula demonstrating “best
practices”
5
Recommendation: Curriculum Revision #6: Future revision of curriculum guides will include additional and/or revised
essential questions that promote consideration of concepts of 21st Century Learning and Sustainability.

1. A review of the district curricular Fall 2010 Administrative Team Recommendation from
templates with an evaluation of how Administrative regarding
the template can reflect new LREP template.
goals (in addition to 2009 standards)
2. Model is presented to the district Spring 2011 Faculty & Administrative The entire district faculty is
faculty and revised based on teacher Team involved in the review of the
feedback. curricular model prior to its
adoption.
3. Board of Education approves the Fall 2012 Administrative Team Board approval and
adoption of the revised curriculum dissemination of the template
model for the district.
4. The district faculty begin the Summers of 2012-2014 Curriculum writers Board approval of curricula and
process of rewriting curriculum postings on First Class
guides using the online template
6
Recommendation: Curriculum Revision #7: Future revision of curriculum guides will continue to expand the types of
assessments exemplified to include formats that accommodate different learning styles.

1. Evaluation of Curriculum template 2010-2011 School year Administrative Team, faculty Discussion during Department
by Departments and Grade level and Faculty meetings
faculty
2. Revision of curriculum template 2011- 2012 Administrative Team, faculty Revised curriculum template
regarding differentiation of
assessment
3. PD in-services and Teacher 2012-2014 LPDC, Teacher Institute Additional courses offered
Institute courses expanded to include Director
differentiated assessments
4. Curriculum written with learning Summers 2012-2014 Curriculum writers Board approval of curricula and
style accommodations postings on First Class
7
Recommendation: Curriculum Revision #8: Future revision of curriculum guides will encourage and facilitate the
development of student portfolios of learning demonstrating mastery of concepts and skills. These portfolios will also
assist the district faculty in assessing the effectiveness of the district’s efforts to foster high levels of student proficiency.

1. An exploration of digital tools and Fall 2010 Faculty & guidance PLC attendance and research to
research of e-folios to be conducted be shared during PD in-services
by PLCs in each building and departmental and/or grade
level meetings
2. Student Portfolios will house Beginning Fall 2011 Faculty & Administrative Examples of student work will
content & technology skills related to Team be collected and evaluated with
real-world situations a rubric
(e.g.) 4th graders produce a media-
rich digital story about a significant
local event; 8th graders synthesize and
publish information about a local or
global issue on a collaborative, web-
based service; 12th graders design and
pilot a digital learning game to
demonstrate knowledge and skills
related to a real world situation.
(NJCCCS 8.1.B)
3. Student samples evaluated and 2013-2014 Faculty & Administrative Data is to be evaluated and
contrasted with 2010 baseline Team findings are to be presented to
materials Board and faculty in Spring
2014
8
Recommendation: Curriculum Revision #9: The district will use available technologies to streamline and improve
efficiency of curricular revision, enhancement, and access.

1. Curriculum software and online Spring 2010-Fall 2010 Technology Staff & Findings to be reported to Board
resources evaluated and contrasted Administrative Team
with current model
2a. Current curriculum model Spring 2011 Administrative Team Curriculum model update ready
updated based on earlier report for Summer 2011 curriculum
writing
2b. Should the current curriculum Spring 2011-Spring 2012 Technology Staff & Curriculum model update ready
model be revamped, a new model Administrative Team for Summer 2012 curriculum
based on emerging technologies is to writing
be created
9
Recommendation: Curriculum Revision #10: Curricular revision will become an outgrowth of the research, practice,
deliberations, and experiences of faculty and administration engaged in Professional Learning Communities. PLCs
may be standing or ad hoc communities of educational professionals seeking to design and deliver curriculum including 21st
Century Skills and key concepts of Sustainability.

1. Professional Learning Committees Beginning 2009-2010; District faculty PLCs meetings and sharing
inaugurated in each of the buildings (Ongoing) findings with colleagues &
based on teacher interest Administrators
2. “Authentic Learning Tasks” PLCs 2010-2011; (Ongoing) Authentic Learning Task PLC meetings & best practice
form in each building; discuss PLCs guidelines completed with
strategies; and disseminate best teachers incorporating authentic
practices for curriculum writing learning tasks in teacher
Professional Development Plans
3. “21st Century Skills” PLCs form in Beginning in 2010-2011; 21st Century Skills PLCs PLC meetings & module
each building; complete NJ DOE (Ongoing) exercises to be demonstrated to
online modules; and disseminate best staff
practices during PD in-service days
and Teacher Institute Courses
4. “Sustainability” PLCs form in each Beginning in 2010-2011; Sustainability PLCs PLCs meeting and yearly
building and brainstorm initiatives for (Ongoing) presentations made to building
each year of the plan faculty
10
Recommendation: Curriculum Revision #11: The curriculum guides will be evaluated regularly, consistently, and
comprehensively according to a rubric for curriculum review including input from faculty and students K-12.

1. Curriculum review rubric/checklist Spring 2010 Administrative Team, faculty Updated rubric/checklist
created
2. Student curriculum evaluation Fall 2010 Administrative Team, Evaluations collected and
conducted through small group Faculty & students analyzed
discussions
3. Curriculum inventory conducted to Spring 2011 Administrative Team Five-year schedule to be

determine curriculum revision completed and presented to the
schedule Board
Recommendation: Curriculum Delivery #1: Use of technology in all stages of the learning process: as a learning tool, in
facilitating differentiation, for research, as a vehicle for demonstrating learning and in assessment.

1. First Class expansion initiated & 2010-2011 Technology staff, LPDC & In-service attendance
teacher training provided to foster Teacher Institute
Web 2.0 & other emerging
technologies
2. Incorporation of 2009 NJ 2010-2011 Administrative team & Technology tasks from

Technology Core Curriculum faculty standards identified by faculty
Standards within core subjects
11
Recommendation: Curriculum Delivery #1 continued: Use of technology in all stages of the learning process

Timeline
3. Incorporation of Information, Communication 2011-2012 Administrative team & ICT tasks from standards identified
and Technology Skills (ICT Skills) from 21st faculty by faculty
Century Skills Partnership Maps
4. Technology themes to be expanded in 2011-2012 and Faculty, Administrative Attendance records from targeted
Professional Development in-services and Teacher after Team, LPDC & workshops
Institute classes Teacher Institute
Director
5. Technology budget to reflect & support Throughout the Administrative Team & Budgetary meetings among
curricular initiatives plan Technology staff Administrative Team, Technology
staff and the Program Committee
Recommendation: Curriculum Delivery #2: Incorporation of Web 2.0 technology as a part of the learning process.

Timeline
1. FirstClass expansion initiated & teacher training 2010-2011 Administrative team & Creation of department and grade-
provided to foster Web 2.0 technologies including faculty level wikis as model
class workspaces and wikis
2. Students communicate with other students in the Beginning in Faculty Student discussions recorded using
United States and/or other countries using digital 2010-2011; Skype, Oovoo or other online
tools to gather information about a specific topic (Ongoing) service
and share results. (NJ CCCS 8.2.E)
12
Recommendation: Curriculum Delivery #2 continued: Incorporation of Web 2.0 technology

3. Curricular opportunities that allow Beginning in 2012-2013; Faculty & Technology Staff Sample units distributed among
student to collaborate with peers to (Ongoing) staff
develop a product using the design
process, data analysis, and trends, and
maintain a digital log with annotated
sketches to record the development
cycle. (NJ CCCS 8.2.E)
Recommendation: Curriculum Delivery #3: Increased use of authentic learning activities and tasks including Service
Learning and Problem-Based Learning. Problem-based Learning and Service Learning provide relevant and engaging
opportunities to nurture 21st Century Skills and to apply concepts of Sustainability. These concepts will be taken to a macro
level with the institution of school-wide service initiatives. To make these initiatives age-appropriate, the students will “serve”
increasingly wider communities as they mature

1. A Rubric to determine the Summer 2010 MLHS & AFG Internal Rubric
effectiveness of district community Coordinator
service programs will be created.
2. An inventory of the community Fall 2010 Key Club Advisor & AFG Inventory
service options offered by community Internal Coordinator
members
13
Recommendation: Curriculum Delivery #3 continued: Service Learning and Problem-Based Learning

3. Inventory will be evaluated based Winter 2011 District Service Recommendations
upon the established rubric. Coordinators, Curriculum
Recommendations regarding the Supervisor, Guidance
continuation of programs consistent Counselors, Building
with the values in the LREP will be Principals
made.
4. Faculties in each school brainstorm Fall 2011 Faculty, District Service Service Programs are identified
service learning opportunities that are Coordinators, Curriculum and planned for 2012-2013
appropriate developmentally and that Supervisor, Guidance implementation
are aligned with grade-level curricula Counselors, Building
Principals
5. Building-wide Service Learning 2012-2013 Faculty, District Service Projects implemented

Opportunities implemented Coordinators
6. Service projects and program June 2013 Faculty, District Service Completed online survey
evaluated Coordinators, Curriculum analyzed and reported to the
Supervisor, Guidance Board of Education
Counselors, Building
Principals
14
Recommendation: Curriculum Delivery #4: Identification and use of community resources to support and enhance
delivery of adopted curriculum in the classroom.
The members of our community represent a wealth of experience and expertise. By wisely tapping this knowledge, we can provide
our students with contextualized experiences to prepare them for the challenges and opportunities they may face in the future. These
members of the community could be called on to:
• consult with students (either in person or through emails) as they work on authentic, real-world
problems in the classroom.
• serve as guest speakers in the classrooms.
• allow student visitation to the workplace to see connections between classroom content and the real
world.
• mentor students who have a specific career interest.
• provide information and resources for summer or after school experiences.
• provide career education.

1. Investigate how similar districts 2009-2010 Faculty, District Service Accumulated information
collect this information Coordinators, Administrative analyzed by Service
Team Coordinators & Administrative
Team
2. Create district wide social network 2010-2011 District Service Completed online network
that fosters greater community-school Coordinators, Technology
bond Staff
3. Network demonstration to faculty Fall 2011 Administrative Team Presentations to each building
faculty
4. Network use to foster community Beginning in Spring 2012 Faculty Program evaluated each year
presentations beginning in 2012-2013
15
Recommendation: Curriculum Delivery #5: Authentic assessment that promotes and deepens learning even as it
provides a measurement of learning

1. Professional Development training Spring 2011-Spring Administrative Team, LPDC, A significant increase of PD
with authentic assessments should 2012 Teacher Institute opportunities regarding the authentic
continue and be expanded Coordinator, ITS Team assessments during PD in-service
days and Institute courses
2. “Best Practices” Professional Spring 2012-Fall District faculty Teachers attendance and discussion
Learning Communities formed in 2012 regarding examples of authentic
each building with a focus on learning
authentic learning tasks &
assessments
3. Dissemination of “Best Practices” Spring 2013 “Best Practice” PLCs, Teachers completion of an online
from the PLCs during Department Administrative Team, LPDC authentic learning survey
Meetings, Faculty Meetings, and PD
in-service days
4. Incorporation of authentic learning Fall 2013 District faculty Inclusion of authentic learning tasks
tasks in teachers’ plans in faculty annual evaluations and
Personal Growth Plans
5. An increase of authentic learning Spring 2014 Faculty & Administrative Authentic learning tasks evaluated by
tasks from Fall 2013 Team administration during formal and
informal observations
16
Recommendation: Curriculum Delivery #6: Student development of portfolios of learning (including digital portfolios)
and mastery of skills for presentation to educators and prospective employers as well as for review by other students and
members of the community.

1. An exploration of digital tools and Fall 2010 Faculty & Guidance PLC attendance and research to be
research of e-folios to be conducted Department shared during PD in-services and
by PLCs in each building departmental and/or grade level
meetings
2. Student Portfolios will house Beginning Fall 2011 Faculty & Administrative Examples of student work will be
content & technology skills related to Team collected and evaluated with a rubric
real-world situations
3. Student samples evaluated and 2013-2014 Faculty & Administrative Data is to be evaluated and findings
contrasted with 2010 baseline Team are to be presented to Board and
materials faculty in Spring 2014
17
Recommendation: Curriculum Delivery #7: The experience of Mountain Lakes High School graduates should be
considered when evaluating student preparation for post graduation pursuits. Graduates should be surveyed as to their level
of preparedness in various curricular areas.
18
Professional Development #1 District, building and departmental administrators partnered with the Local Professional
Development Committee (LPDC) will work to design a PLC model that encourages teachers to collaborate and lead
curricular innovations horizontally and vertically. Appropriate planning time will be granted and professional development
will be needed as PLCs are implemented. Annually, using a standardized instrument, each professional learning community
should generate a brief summary of its work and the impact it has had on classroom instruction, assessment, and student
learning.

Timeline
1. District, building, departmental Fall 2009 - June Building Principals and By the close of the 2009-2010 school
administrators, and the LPDC will work 2010 School Based Professional year, each school will have a model
to design a PLC model that encourages Development Teams and procedure for the development of
teachers to collaborate and lead PLCs within their school. The model
curricular innovations horizontally and will provide opportunities for
vertically. horizontal and vertical curricular
articulation. Each PLC will focus on
an aspect of student achievement.
2. School Level Professional September- Building Principals and Faculty meeting agenda/PLC
Development Teams will provide an October 2010 School Based Professional evaluation tool (program summary).
orientation to the PLC school model to Development Teams
their faculty at faculty or team meetings.
The orientation will include a review of
the PLC Evaluation tool/program
summary.
3. Each PLC must provide an Fall 2010-Spring Members of PLCs and the Log of LPDC including PLC
Evaluation/program summary to the 2014 LPDC evaluations.
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LPDC prior to being awarded

professional development hours.
Professional Development # 2: Concepts of Sustainability and 21st Century Learning: The district will provide the
necessary resources to enable present and future faculty and administrations to deliver 21st Century Skills instruction. In
addition, the district will assist in providing experiences to aid in understanding the concepts of Sustainability. On-site
professional development as well as Web-based and off-site opportunities will be promoted.
Action Plan Suggested People Indicators of Success

Timeline Involved
1. The district will provide the necessary Fall 2009 - Administrative As evidenced by registration records for 21st Century Skills
resources to enable present and future faculty and June 2014 Team, LPDC workshops, all members of the administrative team & at
administrations to deliver 21st Century Skills (ongoing) least 2 members from each department will attend at least 2
instruction. professional development opportunities on this topic.
Distribution record; lesson plan evaluations that evidence

2. All staff will be provided with the “Partnership Fall 2009 Admin Team implementation of 21st Century Skills in lesson
for 21st Century Skills Framework Definitions implementation.
Document” as a reference for lesson design
3. The Institute Coordinator will infuse 21st Fall 2009 - Institute Institute Course Guides with 21st Century Skills courses
Century Skills courses into each semester offering June 2014 Coordinator highlighted
of the Institute Course Guides. (ongoing)
3. The Members of the Sustainability Planning January Administrative As evidenced by the Sustainability Educational
Team, with assistance from building 2010 - June Team, LPDC, Assessment; by 2011, all administrators and faculty will
evidence an 85% or better understanding of concepts and at
administrators, will design a survey to assess 2014 Sustainability
least 50% of faculty will readily apply these concepts in
teacher understanding and classroom application (ongoing) Planning Team their lesson planning. By 2014, it is expected 100% of
of sustainability concepts Members faculty will evidence a better understanding of concepts
and will readily apply these concepts in their lesson
planning
20
Professional Development # 2: Concepts of Sustainability and 21st Century Learning continued: Resources to support
21st Century Skills instruction & concepts of Sustainability.

4. On-site professional development Fall 2009 - June 2014 Administrative Team, Institute Attendance Records, Professional
as well as Web-based and off-site (ongoing) LPDC, SPDC, Institute Development Day Attendance Records, Annual
opportunities that focus on 21st Coordinator report of the LPDC, District Membership in Morris
Century Skills and Sustainability will Union Jointure and similar organizations that
provide free, reduced and online professional
be promoted.
development for educators.
Professional Development #3: Technology and Web 2.0 Applications: The district will provide support and
opportunities for education in and the use of technology applications necessary for 21st Century Learning. We will
continue to encourage a shift from a presentation-based focus to a Web 2.0 focus that encourages communication,
collaboration, relevant problem solving, and flexibility, thereby creating a dynamic learning experience for all students.

Provide support and opportunities for Fall 2009 - June Administrative Team, The District Technology Plan will evidence
education in and the use of technology 2014 (ongoing) Technology Director, support for the infrastructure needed to develop
applications necessary for 21st Century Program Committee, 21st Century Skills.
Learning. LPDC
By 2014, all teachers will access their curricula
online and contribute at least one model lessons
that evidence the use of Web 2.0 technologies
By 2014, all 6-12 teachers will establish an

Interactive, First Class Workspace that evidences
21
communication, collaboration, relevant problem

solving, and flexibility
Professional Development #4: Authentic Learning Tasks, Trans-Disciplinary Learning, Service Learning, and PBLs:
As instruction in 21st Century Skills and concepts of Sustainability is supported well by trans-disciplinary learning, problem-
based learning, service learning, and authentic learning tasks, staff will be afforded increased opportunities to learn about their
design and implementation.

1. On an annual basis, the Innovative January 2009 - June Administrative Team, Faculty Meeting Agendas, ITS Mentor Logs
Teaching Strategies Team will address 2014 (ongoing) ITS Team, Institute
the faculty in each building regarding Coordinator
authentic learning tasks, trans-
disciplinary learning, service learning
and PBLs. The team will offer to
mentor faculty.
2. Each building principal will form a January 2009- June Building Principals By June of 2009, each building will have a
scheduling task force committee that 2014 and Scheduling Task scheduling task force committee formed.
will explore how the above concepts can Force Committees,
best be integrated into the master Program Committee, By June 2010, each building principal will share
schedule of their school. (Cross Members of the Board the recommendations of their task force with the
Reference with Sustainable Learning of Education Program Committee
Environments #1)
22
Sustainable Learning Environments #1: Time utilization to promote maximum sustainable growth among all members
of the school community.

1. A study of class and school day January 2009- June Building Principals By June of 2009, each building will have a
scheduling will be conducted with 2014 and Scheduling Task scheduling task force committee formed.
recommendations that provide for Force Committees,
optimal learning and social development Program Committee, By June 2010, each building principal will share
at all grade levels. An ad hoc committee Members of the Board the recommendations of their task force with the
comprised of District Staff, of Education Program Committee
Administrators, and Board of Education
members will conduct this study.
(Cross Reference with Professional
Development #4)
2. Professional time, both non- Fall 2009- June 2014 Administrative Team, In addition to listing professional development
instructional and developmental, will be (Ongoing) ITS Team, Institute standards for each professional development
reviewed and changes will be proposed Coordinator, LPDC, opportunity, the individual involved for
to accomplish the goals of the LREP SPDC promoting the workshop will also reference the
within buildings and across the district. LREP recommendations that the opportunity
addresses.
23
Sustainable Learning Environments #2: Designs of adaptable learning environments that help to focus attention and
enhance communication in our instructional spaces.

1. Varying desk arrangements for group, Fall 2009- June 2014 Building Principals, Presence of learner active classrooms in design
team and individual learning will be (Ongoing) Teachers, ITS Team and practice will increase by 10% annually for
facilitated by presentations from the ITS the duration of the plan.
team and members of the LREP
planning teams. Administrators and department supervisors will
model learner active models of information
presentation at department and faculty meetings.
Such meetings will also provide opportunities
for large group discussion of student
achievement data.
2. Future purchase of non-conjoined Fall 2009- June 2014 Building Principals, Integrating the purchase of such furniture into
furniture that facilitates flexible (Ongoing) Teachers, Facilities building and district budgets.
arrangement and movement to adapt to a Committee
variety of learning experiences.
3. Future building improvements and Fall 2009- June 2014 Building Principals, Agendas of meetings between the facilities
designs that are conducive to flexible (Ongoing) Teachers, Facilities committee and the architectural firm for the
use. Committee Board of Education that evidence discussion and
inclusion of flexible use of space.
24
Sustainable Learning Environments #3: Provision for the integration of technology in the classroom as a standard
learning tool.

1. Learning spaces and technical support Fall 2009- June 2014 Administrative Team, Each budget cycle, members of the
will be provided for on-site, distance, (Ongoing) Program Committee administrative team, specifically at the high
and virtual learning opportunities that school, will present an analysis of student
maximize learning potential in the most enrollment numbers and offer proposals for
economical way. alternative, cost effective instructional models.
Fall 2009- June 2014 Director of Lease agreements with Apple, Long Range
2. Every classroom will have regular
(Ongoing) Technology, Building Technology Plan, and School Report Indicator
access to working laptop computers.
Principals, Program on student-computer ratio.
and Finance
Committees
3. Consistency, speed, and performance Fall 2009- June 2014 Director of Annually, the Director of Technology will
of Internet connections available for pod (Ongoing) Technology, conduct a survey of the district faculty on the
casts, videoconferencing, blogs, wikis, Administrative Team, effectiveness of the infrastructure in place to
etc. will be maximized. Hardware, such Program Committee support web 2.0 technologies and promote
as videoconferencing equipment, will be videoconferencing. Results of this survey will
available to assist students in using be shared with the Administrative Team and the
technology in order to be engaged and Program Committee
25
connected to the world and to each other
Sustainable Learning Environments #3: (continued) Provision for the integration of technology in the classroom as a
standard learning tool.

4. An effective method for the Fall 2009- June 2014 Director of By June 2010, the Director of Technology will
evaluation of software applications will (Ongoing) Technology, Building have the primary users of each educational
be established. An appropriate procedure Principals software package record their evaluations of the
will be developed to perform a cost- project.
benefit analysis of current subscriptions
and to properly consider other available By January 2011, The Director of Technology
programs. Staff will be included in the will eliminate any redundant software licenses
evaluation and selection of new software and provide educators with cost effective, online
to support instructional objectives. options for interactive curricular support
Additionally, this evaluation will be materials when available.
done on a regular basis, with consistency
among the schools. This evaluation cycle will continue annually for
the duration of the plan
5. Administration will ensure adequate

Fall 2009- June 2014 Director of By September 2010, all high school departments
support for the technology
(Ongoing) Technology, Institute will have an electronic workspace to exchange
recommendations included in this
Coordinator, LPDC ideas, facilitate the use of various technologies
LREP. Teachers will receive necessary
and offer a model for classroom use of this tool.
training, modeling, and assistance as
they increasingly integrate technology in
26
the classroom to improve student The Teacher Institute Coordinator and LPDC
achievement. will annually poll teachers on their technology
needs and plan courses that address them in a
way that focuses on student achievement.
Sustainable Learning Environments #4: Students should be encouraged and educated in developing a sense of inter-
personal social responsibility and consideration within and outside of the classroom context.

1. We will engage students in Fall 2009- June 2014 All members of the When discussing student-decision making, teachers,
consideration of how individual actions (Ongoing) community administrators and counselors will encourage
affect others, and how personal attitudes students to consider differing beliefs, abilities and
and behaviors impact those around them backgrounds.
of differing beliefs, abilities, and
Building administrators and counselors will plan at
backgrounds. least one large group and several small group
presentations annually that focus on the impact
individual decisions has on the group.
Through projects such as the Town Centennial, the

schools and community will collaborate to create
presentations and opportunities for our students that
emphasize our shared values.
Through the health curriculum, teachers will address

2. Students will be supported in the Fall 2009- June 2014 All members of the
establishing healthy, sustainable relationships that are
development of healthy, sustainable (Ongoing) community appropriate for various age groups.
social relationships. These attitudes and
behaviors will be encouraged through Teachers, counselors, coaches and administrators will
classroom activity and modeled and spend time encouraging students to assess choices to
27
sustained during non-instructional time join courses, teams and clubs as sustainable, healthy
and co-curricular activities. choices.
The Administrative Team and Board of Education

will consider whether the addition of proposed
courses, clubs and sports are sustainable.
LREP Timeline Terms Defined
21st-Century Learning: New Jersey has joined several states and the Partnership for 21st Century Skills to create a new
framework for learning that is based on the essential skills that our children need to succeed as citizens and workers in the 21st
century. They have identified the following key elements of a 21st century education: mastery of core subjects (English,
reading or language arts, world languages, arts, mathematics, science, & social sciences); an understanding of interdisciplinary
themes (such as Global Awareness, Financial Literacy & Health Literacy); and promotion of Information, Media and
Technology Skills.
Best Practices: A “Best Practice” is a technique, method, process, activity, incentive or reward that is believed to be more
efficient or effective at delivering a particular outcome than any other instructional methodology.
Conceptual Curriculum Model: A curriculum model that places areas of study in a meaningful context by identifying
principles and purpose of the learning objectives.
Differentiated Instruction: Differentiating instruction involves providing students with different avenues to acquiring
content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a
classroom can learn effectively, regardless of differences in ability. “To differentiate instruction is to recognize students’
varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.
Differentiated Instruction is a process to approach teaching and learning for students of differing abilities in the same class.
The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student
where he or she is, and assisting in the learning process” Hall, 2003).
Local Professional Development Committee (LPDC) & School Professional Development Committee (SPDC):
Beginning on 2009-2010, the State Board of Education has revised the professional development for teachers’ requirements to
28
include school-level planning for professional development through a local and school-level committee. The school-level
committee will be responsible for developing plans to be integrated into the overall district professional development plan also
beginning in the 2009-2010 school year. Current research on effective professional development indicates the importance of
site-based, job-embedded professional development opportunities. Also beginning 2009-2010, district professional
development plans will include information on both district and school-based professional activities. In the Mountain Lakes
School District, both committees will consist of faculty members and one administrator.
New Jersey Core Curriculum Content Standards: The New Jersey Core Curriculum Content Standards, an ambitious
framework for educational reform in the State’s public schools. New Jersey’s standards were created to improve student
achievement by clearly defining what all students should know and be able to do at the end of thirteen years of public
education.
Problem-Based Learning: Problem-based learning is defined as an approach to learning that delivers content by the students
investigating and solving a real-world, authentic, open-ended problem. Many times the students work in teams facilitated by
the teacher to generate possible approaches to the problem—helping to develop critical thinking, valuable interpersonal and
negotiation skills. Technology is often incorporated as students research and create solutions. Connections with “real-world”
experts and information allow students to gain valuable work/life skills as well as to gain an appreciation and understanding of
diversity in others.
Professional Growth Plan: Each year faculty members are required to complete a Professional Growth Plan. This plan,
approved by administrators, consists of self-identified areas of professional growth.
Professional Learning Communities: A Professional Learning Community, or PLC is an extended learning opportunity to
foster collaborative learning among colleagues within a particular work environment or field. As teams, educators
systematically work together to improve teaching practice and student learning.
Sustainability: The capacity to endure. Sustainability includes recognizing and honoring multiple points of view; examining
relationships among the past, the present, and the future; and recognizing how parts of a whole interact to produce overall
effects. Sustainable Learning is realized when the skills acquired by students are transferable to an ever-changing global
environment.
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Sustainable Development: Sustainable Development pertains to improvement in quality of life in all economic,
environmental, and social dimensions. It addresses present needs and challenges with careful consideration of the needs and
challenges of the future.
Tools of Assessment: Tools of assessment will accurately reflect student achievement in 21st century skills. These tools will
be developed as the result of the collaborative efforts of teachers to design and implement a variety of assessment methods
encompassing various learning styles within the classroom in order to measure student achievement and thereby teacher
efficacy.
Web 2.0 Technology: The term "Web 2.0" refers to a perceived second generation of web development and design, that aims
to facilitate communication, secure information sharing, interoperability, and collaboration on the World Wide Web. Web 2.0
concepts have led to the development and evolution of web-based communities, hosted services, and applications; such as
social-networking sites, video-sharing sites, wikis, blogs, etc.
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Mountain Lakes School District Long Range Education Plan 2009-2014 Timeline For Implementation of Recommendations

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Mountain Lakes School District Long Range Education Plan 2009-2014

Timeline for Implementation of Recommendations DRAFT

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

5. Incorporation of “Best Practices” 2013-2014 Administrative Team, Hyperlinks added to online

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

3. Curriculum inventory conducted to Spring 2011 Administrative Team Five-year schedule to be

Action Plan Suggested Timeline People Involved Indicators of Success

2. Incorporation of 2009 NJ 2010-2011 Administrative team & Technology tasks from

Action Plan Suggested People Involved Indicators of Success

Action Plan Suggested People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

5. Building-wide Service Learning 2012-2013 Faculty, District Service Projects implemented

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested People Involved Indicators of Success

LPDC prior to being awarded

Action Plan Suggested People Indicators of Success

Distribution record; lesson plan evaluations that evidence

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

By 2014, all 6-12 teachers will establish an

communication, collaboration, relevant problem

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

Action Plan Suggested Timeline People Involved Indicators of Success

connected to the world and to each other

Action Plan Suggested Timeline People Involved Indicators of Success

5. Administration will ensure adequate

Action Plan Suggested Timeline People Involved Indicators of Success

Through projects such as the Town Centennial, the

Through the health curriculum, teachers will address

The Administrative Team and Board of Education

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