Plan Explanation

This plan represents concern, dedication, and a vision for a quality

education program for our children.

The original five-year plan adopted in 1997 represented target areas and goals that were global and comprehensive, yet specific benchmarks and checkpoints for progress were not stated.  The School Board, in planning sessions, expressed the need for accountability in establishing the goals for the next five years.  A plan adopted in 2001 represented a revision to the 1997 plan and was designed to take our schools into a time of

dramatic student achievement and growth opportunities.  This plan is

designed to move our schools to an even higher degree of expectations and accountability.

Goal I - To promote learning through the achievement

of academic excellence.

Objective: Annually increase the graduation rate by specific percentages indicated per school until 90% is reached or exceeded:

             Lebanon High School -1%     Watertown High School-.50%

        Mt. Juliet High School-.25%     Wilson Central High School-.25%

Strategies: All high schools will provide 9th grade academies or summer bridge programs for incoming students.

Provide professional development for counselors on post-secondary 

options for traditionally under-represented students.

Continue training and implementing Making Middle Grades Work, High Schools That Work, and Working on the Work principles and strategies.

Provide on-line learning opportunities for targeted audiences starting in 2006-2007 and increasing its use each semester.

Objective: Improve current ACT scores to meet or exceed the national three year average by 2010 with .1% improvement annually.

Strategies: Provide student skill instruction for ACT preparation.

Students in 10th grade will be administered the PLAN test.

Students in 8th grade will be administered the EXPLORE test.

ACT strategies workshops will be presented to teachers.

Objective: All students will reach high standards and, at a minimum,

demonstrate a proficient level or above in reading, language arts, and math by 2010. Elementary schools will have 95% or higher at the

proficient level in reading at the end of 3rd grade.

Strategies: Design specific intervention plans to narrow the achievement gaps between special education and regular education, between SES and non-SES students, and between respective ethnic groups including ELL.

Develop teacher learning teams for Working on the Work to ascertain what is quality work in the targeted subjects.

Provide additional training in the understanding of appropriate teaching strategies for diverse learners (ELL, gifted, disadvantaged, and special

education).