Learning Goal Objective 1COMPASS Logo

Provide a framework of professional learning designed by stakeholders to achieve organizational excellence.

School Strategies

  • Identify training topics through staff surveys in order to provide relevant and meaningful training opportunities during site-based professional development days.  

  • Recruit key PHS staff members in order to deliver professional development.

Learning Goal Metrics

  • Surveys indicating specific topics of interest.

  • Surveys indicating ability of staff to provide training

  • Follow-up surveys and training feedback regarding implementation.

Learning Goal Objective 2

Develop various pathways and procedures to enable each student to have access to authentic, real-world learning experiences across the curriculum and grade span.

School Strategies

  • Gather information by department, in order to celebrate and identify real-world learning experiences that are taking place at Pinnacle High School.

  • Identify possible gaps with regard to meaningful experiences for students.

  • Utilize student and stakeholder voice to help identify future opportunities.

Learning Goal Metrics

  • Schools/Departments will document the authentic/real-world learning experiences available to every student.  

  • Parent satisfaction survey.

  • Accreditation survey results of all stakeholder groups.

  • Senior exit surveys.

Learning Goal Objective 3

Provide a rigorous Guaranteed and Viable Curriculum (GVC) through focused professional development, effective differentiated instruction, and strategic assessments.

School Strategies

  • Consistently implement the district-wide initiative for GVC and utilize District Summative Assessments (DSA) in order to monitor progress and differentiate instruction.

  • Support efforts for GVC work through participation on committees in order to provide input into the process.

Learning Goal Metrics

  • Implement the Guaranteed and Viable Curriculum Framework in developed areas of math and ELA while ensuring appropriate levels of rigor.

  • Collect usage data of benchmark assessments.

  • TES measurement of differentiated instructional strategies.