Roadmap 2020 - ROBS Strategic Plan

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ROADMAP 2020 “We do not grow by knowing all of the answers, but rather by living with the questions.” –Max De Pree

How can we make learning more engaging and impactful?

Are we fulfilling the intellectual, emotional, physical, social, and spiritual needs of all our students?

How do we ensure every new and returning family feels seen, heard, and valued?

HOW DO WE TRANSFORM OUR SCHOOL, INSPIRE ONE ANOT The following roadmap responds to our strategic questions with clear, yet flexible direction in four priority areas: 1) differentiation; 2) diversity, equity, and inclusion; 3) wellness; and 4) programming and scheduling. These priorities promote healthy student growth and development considering research-informed best practices, relevant cultural influences, and of course, our faith-based mission. ROBS has always believed children’s intellect, spirituality, and character are inextricably intertwined. Our winning aspiration is to strengthen that twine so our students can thrive in a fast-paced and changing world. Our strategic initiatives compel us to nurture what is special in each of us, to build an even more welcoming community, and to create a learning experience that equips our children for a future we can only imagine. Together, we will thrive.

DIFFERENTIATION We will meet individual students where they are as learners, uniquely gifted by God. We will guide them to their full potential through differentiation. This means we will adapt subject-area content, teaching processes, classroom tools, and the learning environment to stretch each learner to his or her full potential. Action Steps ✶ Systematically identify each student’s learning profile and adopt a measurable system to cultivate the gifts of each from entry to exit ✶ Train faculty in differentiated instructional skills and techniques ✶ Use evaluation tools that better capture student progress, subject mastery, and skill development (for example, a journal, speech, or video instead of a written exam) ✶ Ensure the environment positively influences student performance and wellness ✶ Promote the use of growth-mindset strategies among all stakeholders

“In a growth mindset, people believe their most basic abilities can be developed through dedication and hard work – brains and talent are just the starting point. This view creates a love of learning and a resilience essential for great accomplishment.” —Carol S. Dweck, Ph.D., Stanford professor, author of Mindset: The New Psychology of Success

DIVERSITY, EQUITY, AND INCLUSION Diversity of backgrounds, experiences, and ideas enriches learning environments in powerful ways. Moreover, God calls us to love our neighbors—especially those who are different from ourselves. The School’s two-part mission reflects both these concepts. Only by ensuring equitable practices that value and support every student, parent, and employee can ROBS cultivate a community in which all can thrive. And only by building a shared sense of self-worth, respect, belonging, and synergy can ROBS ready the leaders of tomorrow’s world. Action Steps ✶ Actively work to recruit and retain families and faculty of color ✶ Provide adult education and professional development in cultural competency ✶ Promote teaching practices and curricula that reflect, engage, and enlighten all learners ✶ Create programs that foster community connection and inclusivity, especially attentive to new school families and families of color ✶ Formalize systems to restore connection with disenfranchised students and families ✶ Examine ways to ease accessibility for families and employees who live in outlying areas

“We know that when students feel valued by their teachers and peers, they will be more engaged in school. Unfortunately, we still have a long way to go before we engage all students. All students should have their moment where they feel listened to, respected for their voice, and chosen for something they never thought possible but we helped them achieve.” —Peter DeWitt, Finding Common Ground blog, former K-5 principal, author, consultant

HER, AND REACH NEW HEIGHTS WHILE STAYING FOCUSED ON OUR MISSION? The ROBS mission has always embraced the dynamic intersection of body, mind, and spirit. We also recognize that modern pressures on school-aged children (and educators) are threatening healthy student growth and development. We need to advance programming that promotes emotional, intellectual, physical, environmental, social, occupational, and spiritual wellness. Action Steps ✶ Examine and address root causes of student stress (i.e., workload, schedules, grading standards, and digital media) ✶ Empower students with knowledge and skills to make healthy choices through enhanced social-emotional learning curricula ✶ Evaluate student support office structure, identify gaps in services, and determine how to provide necessary resources ✶ Reexamine need and feasibility of providing childcare for employees


PROGRAMMING AND SCHEDULING ROBS’s value proposition lies in its ability to offer best-in-class programming that nurtures healthy student growth and development, meets the needs of its families and their schedules, and advances the School’s relevance in a fast-paced and changing global market.

HOLDING THE LINE We will hold the line on ✶ Our deep commitment to character and spiritual growth that rears a lifetime relationship with God our Father;

Action Steps ✶ Adjust programs, schedule, and spaces as needed to maximize safety and accommodate additional enrollment

✶ Retaining, attracting, and nurturing the highest quality employees who possess the passion to fulfill, reflect, and sustain the School’s unique mission and culture; ✶ Ensuring the School’s financial stability by wisely managing our financial resources and cultivating lifelong relationships with our supporters; and

✶ Continue to refine and enhance curriculum redesign set in motion by the 2012 Strategic Plan “Ongoing research shows that adversity and high levels of stress in early childhood can have a negative impact throughout a person’s life. Stress in the very young may affect a child’s health, behavior, and ability to learn. However, adults can encourage resilience in young children and in themselves. Resilience is the ability to cope with the stress caused by challenging situations.” -Head Start Early Childhood Education and Learning Center, U.S. Department of Health and Human Services

Our four strategic priorities reflect areas where new or renewed attention is warranted. We also expect continuous improvement in a number of other areas central to the School’s identity and culture where we are already strong. We actively seek new, better, and more efficient ways to deliver on our promises to our community.

✶ Communicating effectively and transparently to strengthen connections with all constituents.

✶ Evaluate current after-school offerings and restructure programming ✶ Continue to assess interest in and capacity for current and potential athletic offerings, considering how to stay competitive among peer schools, the availability of oncampus and off-campus athletic facilities, and staffing

“Not only do extracurricular activities instill great values like teamwork, responsibility and a sense of community, they also have been proven to boost school attendance, academic success, and aspirations for continuing education past high school. Additionally, they are linked to healthier choices like avoiding drug use and maintaining a healthy body weight.” —“The Value of Extracurricular Activities,” National Education Association

“Every child is an individual, with special social, emotional, intellectual, and physical qualities. Children are unique. They are individuals, and no two children are alike: physically, emotionally, socially, and intellectually, each child is a unique individual. Because children are unique, even if there are common needs and characteristics that children of a particular age or stage of development share, they must be understood by their parents and teachers in their uniqueness, and their individuality must be respected.” —Multigrade Teacher’s Handbook, “Teachers Talking” online blog, UNICEF




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