School Administrative Unit #9

District Goals

SAU#9 Goals 2019-2020


Goal: We will leverage what we know about the change process to achieve the mission and vision of SAU9.

By the end of the 2019-2020 school year, we will evaluate the effectiveness of the 2015-2020 strategic plan, and develop the plan for 2020-2025.


  • Build our guiding coalition
  • Administrative PLC work focused on CBE, instruction, assessment and environment
  • Utilize “Portrait of a Graduate” as a means to facilitate the extension of the strategic plan
  • Increase community involvement (i.e. using book reads, MLTS, forums/panel discussions, survey)
  • Present to a wide variety of stakeholders in the community providing opportunity for feedback and input
  • Collect and organize data points to inform decision making
  • Revision of the six phase plan for implementing CBE in grades k-12
  • Identify and recognize what practices/structures are in place, which ones need to be modified, and which ones need to be established
  • Explore co-operative school district governance
  • Continue a thorough review of the tuition contracts with sending and receiving towns in SAU9

Performance Indicators:

  • Evaluation of the expiring Strategic Plan 
  • Analysis of agreed upon data
  • Development of the Strategic Plan for the next five years
  • Staff will be able to articulate the connection between our vision of realizing the full potential of each and every student and CBE
  • School based goals aligned to the CBE implementation plan
  • Celebration of accomplishments of the district
  • Continue working committees for co-operative school district and tuition contract study


Goal: We will continuously improve each student’s level of achievement and growth.

Objective: Create a cohesive comprehensive curriculum, instruction and assessment system that is consistent with our vision and mission, and reflective of the changing needs of our students. 


  • Evaluate our local system of assessment and make recommendations to improve it
  • Develop capacity to create and use high quality common performance assessments
  • Align assessments to competencies
  • Build structures to support personalization of instruction for each and every student
  • Expand ELO practices/experiential learning opportunities and communicationAssess the needs of individual schools and staff members in the areas of instruction, assessment and environment through walk throughs, goals setting and the evaluation process 

Performance Indicators:

  • School and district level meetings during which educators review performance assessments (both the tools and the student work)
  • Curriculum documents consistent in structure, used as a resource
  • Recommendations for action from curriculum committees based upon district level data relating to instruction, materials, assessment and/or professional development needs
  • Assessment maps developed and used at the school and district levels
  • Each school can identify consistent, school-wide structures in place that support personalization
  • Clear organization/structure for ELOs; increase the number of  students that complete ELOs this year
  • Evaluation of assessment and instructional practices that are tied to staff goals; Corresponding/relevant feedback provided 

Goal:  We will recruit, recognize and develop the most effective personnel

Objective: Align professional development, evaluation, training and support to implement competency-based education and personalized learning. 

  • Provide professional development around instruction, assessment and environmental practices
  • Differentiate professional development
  • Engage in walkthroughs providing high quality feedback to educators
  • Develop consistent knowledge and understanding practices among administration to provide useful feedback to educators 
  • Review exit interview data

Performance Indicators:

  • Samples of professional development offerings
  • Examples of how professional development has impacted classroom instruction, assessment and environment to improve and student learning
  • Samples of feedback provided to educators
  • Consistency of instructional practice as monitored through observation with feedback for improvement. 
  • Administration will identify building level strengths and weaknesses and provide professional development to meet the needs of the staff.
  • Effective administrative feedback and evaluation to improve staff performance as documented in formal and informal manner
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