Mountain West Montessori Academy Cohort 6 (2022-2026)
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Digital Teaching and Learning Grant Program
Founded upon Montessori philosophy, the mission of Mountain West Montessori Academy is to facilitate student learning and intellectual curiosity through an individualized and interdisciplinary curriculum, hands-on experience, and community involvement. We focus on academic excellence through a Montessori curriculum that has been aligned to core standards, freedom of choice within limits to increase student engagement and maintain curiosity and love of learning, and creating positive long-term mentoring relationships within classroom and school communities in which we practice social and emotional skills. Our ultimate goal is a self-actualized ninth grade MWMA graduate who is kind, capable, academically proficient, interested, and well down a pathway toward college and career readiness and becoming a contributing citizen of the world.
Our classrooms allow for freedom of movement and are filled with many hands-on materials for a variety of content areas. Extensive use of hands-on manipulatives in mathematics instruction is a hallmark of our Montessori educational model. Teachers feel that students are cementing conceptual knowledge through use of these materials; however, students are not performing to our expectations on computerized assessments.
Mountain West Montessori Academy aims to increase confidence, perseverance, and mathematical mastery in our third and fourth grade students as a part of our greater vision to produce 9th grade graduates who are career and college ready, self-actualized digital citizens. Achievement of this goal will be evidenced by an 8% increase in the SAGE mathematics assessment scores in third and fourth grade by 2021. We have identified two barriers to this goal that we hope to remedy through implementation of this program:
1) Transfer of skills from hands-on, concrete mathematical manipulatives to digital representations of mathematical concepts
2) Choice-directed access to technology to promote more frequent use of adaptive math software, increasing student practice time
Montessori students are provided with daily time for choice-directed work in their classrooms (supervised by paraprofessionals) while teachers give small group lessons. Any grant funds received will be used to increase student access to use of adaptive math software by providing additional devices that stay in individual classrooms as well as bolstering infrastructure through upgrading access points for internet service in the school. This would be coupled with student goal-setting for usage time and/or number of lessons passed within the math software.
Implementation of these items will lead to increased engagement and practice time with adaptive math software, as our students typically enjoy choosing computer-based work and are currently constrained in access by lack of availability of devices and the limitations of our current access points.
Increased engagement/practice will lead to better transfer and application of mathematical conceptual knowledge to digital mathematical representations and settings as well as increased student facility in general computer usage. This will eliminate logistical barriers to testing and allow students to increase and fully demonstrate mathematical mastery.
Our classrooms allow for freedom of movement and are filled with many hands-on materials for a variety of content areas. Extensive use of hands-on manipulatives in mathematics instruction is a hallmark of our Montessori educational model. Teachers feel that students are cementing conceptual knowledge through use of these materials; however, students are not performing to our expectations on computerized assessments.
Mountain West Montessori Academy aims to increase confidence, perseverance, and mathematical mastery in our third and fourth grade students as a part of our greater vision to produce 9th grade graduates who are career and college ready, self-actualized digital citizens. Achievement of this goal will be evidenced by an 8% increase in the SAGE mathematics assessment scores in third and fourth grade by 2021. We have identified two barriers to this goal that we hope to remedy through implementation of this program:
1) Transfer of skills from hands-on, concrete mathematical manipulatives to digital representations of mathematical concepts
2) Choice-directed access to technology to promote more frequent use of adaptive math software, increasing student practice time
Montessori students are provided with daily time for choice-directed work in their classrooms (supervised by paraprofessionals) while teachers give small group lessons. Any grant funds received will be used to increase student access to use of adaptive math software by providing additional devices that stay in individual classrooms as well as bolstering infrastructure through upgrading access points for internet service in the school. This would be coupled with student goal-setting for usage time and/or number of lessons passed within the math software.
Implementation of these items will lead to increased engagement and practice time with adaptive math software, as our students typically enjoy choosing computer-based work and are currently constrained in access by lack of availability of devices and the limitations of our current access points.
Increased engagement/practice will lead to better transfer and application of mathematical conceptual knowledge to digital mathematical representations and settings as well as increased student facility in general computer usage. This will eliminate logistical barriers to testing and allow students to increase and fully demonstrate mathematical mastery.
#Digital Teaching and Learning Grant Program
At-A-Glance
$ 31,248
Funds FY 2019
$ 30,525
Funds FY 2020
$ 29,167
Funds FY 2021
470
Enrollment
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
English Language Arts
Mathematics
21st CENTURY SKILLS
Creativity
TECHNOLOGY
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
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For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
| Mountain West Montessor... |
Mountain West Montessori Academy
Grade-Level:
K9
Focus of Grant:
Founded upon Montessori philosophy, the mission of Mountain West Montessori Academy is to facilitate student learning and intellectual curiosity through an individualized and interdisciplinary curriculum, hands-on experience, and community involvement. We focus on academic excellence through a Montessori curriculum that has been aligned to core standards, freedom of choice within limits to increase student engagement and maintain curiosity and love of learning, and creating positive long-term mentoring relationships within classroom and school communities in which we practice social and emotional skills. Our ultimate goal is a self-actualized ninth grade MWMA graduate who is kind, capable, academically proficient, interested, and well down a pathway toward college and career readiness and becoming a contributing citizen of the world.
Our classrooms allow for freedom of movement and are filled with many hands-on materials for a variety of content areas. Extensive use of hands-on manipulatives in mathematics instruction is a hallmark of our Montessori educational model. Teachers feel that students are cementing conceptual knowledge through use of these materials; however, students are not performing to our expectations on computerized assessments.
Mountain West Montessori Academy aims to increase confidence, perseverance, and mathematical mastery in our third and fourth grade students as a part of our greater vision to produce 9th grade graduates who are career and college ready, self-actualized digital citizens. Achievement of this goal will be evidenced by an 8% increase in the SAGE mathematics assessment scores in third and fourth grade by 2021. We have identified two barriers to this goal that we hope to remedy through implementation of this program:
1) Transfer of skills from hands-on, concrete mathematical manipulatives to digital representations of mathematical concepts
2) Choice-directed access to technology to promote more frequent use of adaptive math software, increasing student practice time
Montessori students are provided with daily time for choice-directed work in their classrooms (supervised by paraprofessionals) while teachers give small group lessons. Any grant funds received will be used to increase student access to use of adaptive math software by providing additional devices that stay in individual classrooms as well as bolstering infrastructure through upgrading access points for internet service in the school. This would be coupled with student goal-setting for usage time and/or number of lessons passed within the math software.
Implementation of these items will lead to increased engagement and practice time with adaptive math software, as our students typically enjoy choosing computer-based work and are currently constrained in access by lack of availability of devices and the limitations of our current access points.
Increased engagement/practice will lead to better transfer and application of mathematical conceptual knowledge to digital mathematical representations and settings as well as increased student facility in general computer usage. This will eliminate logistical barriers to testing and allow students to increase and fully demonstrate mathematical mastery.
Mountain West Montessori Academy’s digital teaching and learning vision for the next five years is to empower our students to master the state computer science standards, deepen their conceptual knowledge of computer science concepts, widen their view of
Alignment to the Vision for Digital and Personalized Learning for All Students: This plan aligns with the high-level framework of the Utah CS Standards.
Change and improve the culture of public education, classroom instruction, student and parent engagement, teaching and learning processes.
addressing the rational, emotional, and environmental aspects of change, and formulating and implementing specific strategies to address each of these areas, our plan will effectively change classroom culture around computer science and improve instruction and outcomes for our students in this important area.
Support the Utah Core and provide systemic support for student engagement and classroom innovation: The majority of state-licensed teachers possess a very low knowledge of computer science concepts, which results in not only shallow instruction, but in this instruction being a non-preferred task for teachers. To overcome this obstacle, we have devised a co-teaching model to support teachers and engage them with the concepts, as well as a professional development plan. This plan will include high quality professional development and following up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Provide access (teacher, student and home) to quality digital curriculum, learning management support structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research.
Students will be provided with access to a quality digital computer science curriculum and collaborate with teachers to complete lessons and assessments within the software.
Prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum: By mastering the computer science standards, students’ problem-solving and logical thinking skills will increase, students’ career options will widen, and in turn, broaden future college and career options.
Broaden STEM career path options for students: As students master computer science standards, their problem-solving and logical reasoning skills will improve and in turn, widen students’ STEM career options.
Support the drive toward on-demand, 24/7 learning and the flipped classroom.
In our pilot program, we have already shown that many students are highly engaged with the digital computer science curriculum and will access it outside of school.
Drive economic development by providing students the skills and experiences they need to give Utah companies the quality workforce that they need.
Knowledge of computer science concepts as a solid foundation for future STEM studies is an inestimable gift to students and to Utah companies hungry for graduates with these skills; ultimately this will contribute to statewide efforts to drive economic development through a technologically skilled workforce, a large sector of Utah’s thriving economy.
Move towards 66% by 2020 P.A.C.E. Goals.
Alignment to the Guiding Principles for Digital and Personalized Learning for All Students
Recognize the complexity and significance of the change management process required for success.
MWMAs leadership team fully recognizes the complexity and significance of change management required to make our DTL plan a success. Our state-licensed teachers require additional training and support in order to teach computer science concepts. In order to build teacher-capacity, we have allocated MWMA funds and will also utilize DTL grant funds to provide high quality PD and also hire a highly qualified computer science teacher/coach who will provide follow-up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Technology supports, not supplants, excellent teaching. The key to quality instruction is the teacher.
During the 2020/2021 school year, we piloted a coaching and co-teaching computer science model with a few teachers. Our computer science coach taught, co-taught and then provided feedback with pilot teachers. Lessons utilized technology to support, enrich and enhance student engagement within excellent core subject instruction. This model has been so successful with the pilot teachers that we will provide DTL coaching and co-teaching for all teachers.
Tools are managed by elected local boards with their own policies, priorities and constituents who prefer local control of the education system for their students.
Board policy requires that our Board approves utilizing school funds and DTL grant funds to implement our DTL professional development and coaching plan. Our board approved the plan in a recent Board meeting.
Changes to processes require thoughtful planning and preparation to maximize success.
Effective and sustainable change requires forethought, step-by-step planning and action steps. In order to maximize long-term success, we piloted our computer science coaching and co-teaching model with a few teachers. The model has been so successful this year, we are ready to roll it out with the entire teaching staff next year.
Element 3: Evidence that the vision, outcomes, and strategies for digital teaching and learning are integrated as core components of the LEA's strategic plans and other high-level guiding frameworks.
Mountain West Montessori Academy’s digital teaching and learning vision for the next five years is to empower our students to master the state computer science standards, deepen their conceptual knowledge of computer science concepts, widen their view of computer science as a field and career option, and cultivate positive attitudes about computer science. Our goals in this regard are a key outgrowth of our Montessori philosophy and school mission, which is to maintain and support student-centered learning through individualized and interdisciplinary curriculum and hands-on experiences. Computer science instruction, and our plan for its integrated and successful delivery to students, is based on meeting students where they currently stand in their knowledge, and on mastery and individualized instruction rather than group instruction with every student at the same level. The underlying, big picture goal of our program is to keep intellectual curiosity alive for our students, and engaging in the fascinating and problem-solving field of computer science will actively provide increased opportunity for students to follow their interests, expand their experiences, and perhaps find a future career field that is fulfilling and productive.
Short and long-term strategies align with Utah’s Master Plan, and implementation of our plan will greatly widen STEM career path options for our students by giving them a solid foundational knowledge of computer science concepts; ultimately these skills will serve Utah’s workforce and drive economic development by providing career-ready graduates to Utah’s technology sector.
Element 4: Articulation of the long-term outcome that will be achieved through implementation of the plan and an overview of the implementation steps that will be taken to achieve the long-term outcome.
The primary measurable long-term outcome for our plan is that 60% of our students in grades 2-6 will demonstrate proficiency of the computer science standards on benchmark assessments within our computer science instructional software. We will also use surveys to measure affective attitudinal change in students and teachers. Our short and long-term strategies for teachers include professional development and a mandatory co-teaching model; for students, strategies include access to Chromebooks and computer science instructional software, high quality computer science classroom instruction, and assignments with expectations for computer science lesson completion and mastery. These elements form the core of our strategic plan and address the challenges of implementing change with specific attention to the rational, emotional, and environmental aspects of change management.
Change and improve the culture of public education, classroom instruction, student and parent engagement, teaching and learning processes.
addressing the rational, emotional, and environmental aspects of change, and formulating and implementing specific strategies to address each of these areas, our plan will effectively change classroom culture around computer science and improve instruction and outcomes for our students in this important area.
Support the Utah Core and provide systemic support for student engagement and classroom innovation: The majority of state-licensed teachers possess a very low knowledge of computer science concepts, which results in not only shallow instruction, but in this instruction being a non-preferred task for teachers. To overcome this obstacle, we have devised a co-teaching model to support teachers and engage them with the concepts, as well as a professional development plan. This plan will include high quality professional development and following up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Provide access (teacher, student and home) to quality digital curriculum, learning management support structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research.
Students will be provided with access to a quality digital computer science curriculum and collaborate with teachers to complete lessons and assessments within the software.
Prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum: By mastering the computer science standards, students’ problem-solving and logical thinking skills will increase, students’ career options will widen, and in turn, broaden future college and career options.
Broaden STEM career path options for students: As students master computer science standards, their problem-solving and logical reasoning skills will improve and in turn, widen students’ STEM career options.
Support the drive toward on-demand, 24/7 learning and the flipped classroom.
In our pilot program, we have already shown that many students are highly engaged with the digital computer science curriculum and will access it outside of school.
Drive economic development by providing students the skills and experiences they need to give Utah companies the quality workforce that they need.
Knowledge of computer science concepts as a solid foundation for future STEM studies is an inestimable gift to students and to Utah companies hungry for graduates with these skills; ultimately this will contribute to statewide efforts to drive economic development through a technologically skilled workforce, a large sector of Utah’s thriving economy.
Move towards 66% by 2020 P.A.C.E. Goals.
Alignment to the Guiding Principles for Digital and Personalized Learning for All Students
Recognize the complexity and significance of the change management process required for success.
MWMAs leadership team fully recognizes the complexity and significance of change management required to make our DTL plan a success. Our state-licensed teachers require additional training and support in order to teach computer science concepts. In order to build teacher-capacity, we have allocated MWMA funds and will also utilize DTL grant funds to provide high quality PD and also hire a highly qualified computer science teacher/coach who will provide follow-up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Technology supports, not supplants, excellent teaching. The key to quality instruction is the teacher.
During the 2020/2021 school year, we piloted a coaching and co-teaching computer science model with a few teachers. Our computer science coach taught, co-taught and then provided feedback with pilot teachers. Lessons utilized technology to support, enrich and enhance student engagement within excellent core subject instruction. This model has been so successful with the pilot teachers that we will provide DTL coaching and co-teaching for all teachers.
Tools are managed by elected local boards with their own policies, priorities and constituents who prefer local control of the education system for their students.
Board policy requires that our Board approves utilizing school funds and DTL grant funds to implement our DTL professional development and coaching plan. Our board approved the plan in a recent Board meeting.
Changes to processes require thoughtful planning and preparation to maximize success.
Effective and sustainable change requires forethought, step-by-step planning and action steps. In order to maximize long-term success, we piloted our computer science coaching and co-teaching model with a few teachers. The model has been so successful this year, we are ready to roll it out with the entire teaching staff next year.
Element 3: Evidence that the vision, outcomes, and strategies for digital teaching and learning are integrated as core components of the LEA's strategic plans and other high-level guiding frameworks.
Mountain West Montessori Academy’s digital teaching and learning vision for the next five years is to empower our students to master the state computer science standards, deepen their conceptual knowledge of computer science concepts, widen their view of computer science as a field and career option, and cultivate positive attitudes about computer science. Our goals in this regard are a key outgrowth of our Montessori philosophy and school mission, which is to maintain and support student-centered learning through individualized and interdisciplinary curriculum and hands-on experiences. Computer science instruction, and our plan for its integrated and successful delivery to students, is based on meeting students where they currently stand in their knowledge, and on mastery and individualized instruction rather than group instruction with every student at the same level. The underlying, big picture goal of our program is to keep intellectual curiosity alive for our students, and engaging in the fascinating and problem-solving field of computer science will actively provide increased opportunity for students to follow their interests, expand their experiences, and perhaps find a future career field that is fulfilling and productive.
Short and long-term strategies align with Utah’s Master Plan, and implementation of our plan will greatly widen STEM career path options for our students by giving them a solid foundational knowledge of computer science concepts; ultimately these skills will serve Utah’s workforce and drive economic development by providing career-ready graduates to Utah’s technology sector.
Element 4: Articulation of the long-term outcome that will be achieved through implementation of the plan and an overview of the implementation steps that will be taken to achieve the long-term outcome.
The primary measurable long-term outcome for our plan is that 60% of our students in grades 2-6 will demonstrate proficiency of the computer science standards on benchmark assessments within our computer science instructional software. We will also use surveys to measure affective attitudinal change in students and teachers. Our short and long-term strategies for teachers include professional development and a mandatory co-teaching model; for students, strategies include access to Chromebooks and computer science instructional software, high quality computer science classroom instruction, and assignments with expectations for computer science lesson completion and mastery. These elements form the core of our strategic plan and address the challenges of implementing change with specific attention to the rational, emotional, and environmental aspects of change management.
#Mountain West Montessori Academy’s digital teaching and learning vision for the next five years is to empower our students to master the state computer science standards, deepen their conceptual knowledge of computer science concepts, widen their view of
At-A-Glance
$ 26,540
Funds FY 2022
$ 13,298
Funds FY 2023
$ 27,140
Funds FY 2024
$ 23,085
Funds FY 2025
$ 17,440
Funds FY 2026
470
Enrollment
450
Students Impacted
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
21st CENTURY SKILLS
TECHNOLOGY
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
Add LEA Dashboard Report
To get a report (or reports) summarizing survey data for a school, click on the name of the school.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
| Mountain West Montessor... |
Mountain West Montessori Academy
Grade-Level:
K9
Focus of Grant:
Alignment to the Vision for Digital and Personalized Learning for All Students: This plan aligns with the high-level framework of the Utah CS Standards.
Change and improve the culture of public education, classroom instruction, student and parent engagement, teaching and learning processes.
addressing the rational, emotional, and environmental aspects of change, and formulating and implementing specific strategies to address each of these areas, our plan will effectively change classroom culture around computer science and improve instruction and outcomes for our students in this important area.
Support the Utah Core and provide systemic support for student engagement and classroom innovation: The majority of state-licensed teachers possess a very low knowledge of computer science concepts, which results in not only shallow instruction, but in this instruction being a non-preferred task for teachers. To overcome this obstacle, we have devised a co-teaching model to support teachers and engage them with the concepts, as well as a professional development plan. This plan will include high quality professional development and following up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Provide access (teacher, student and home) to quality digital curriculum, learning management support structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research.
Students will be provided with access to a quality digital computer science curriculum and collaborate with teachers to complete lessons and assessments within the software.
Prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum: By mastering the computer science standards, students’ problem-solving and logical thinking skills will increase, students’ career options will widen, and in turn, broaden future college and career options.
Broaden STEM career path options for students: As students master computer science standards, their problem-solving and logical reasoning skills will improve and in turn, widen students’ STEM career options.
Support the drive toward on-demand, 24/7 learning and the flipped classroom.
In our pilot program, we have already shown that many students are highly engaged with the digital computer science curriculum and will access it outside of school.
Drive economic development by providing students the skills and experiences they need to give Utah companies the quality workforce that they need.
Knowledge of computer science concepts as a solid foundation for future STEM studies is an inestimable gift to students and to Utah companies hungry for graduates with these skills; ultimately this will contribute to statewide efforts to drive economic development through a technologically skilled workforce, a large sector of Utah’s thriving economy.
Move towards 66% by 2020 P.A.C.E. Goals.
Alignment to the Guiding Principles for Digital and Personalized Learning for All Students
Recognize the complexity and significance of the change management process required for success.
MWMAs leadership team fully recognizes the complexity and significance of change management required to make our DTL plan a success. Our state-licensed teachers require additional training and support in order to teach computer science concepts. In order to build teacher-capacity, we have allocated MWMA funds and will also utilize DTL grant funds to provide high quality PD and also hire a highly qualified computer science teacher/coach who will provide follow-up coaching/co-teaching with feedback. The co-teaching model will include high yielding student engagement strategies.
Technology supports, not supplants, excellent teaching. The key to quality instruction is the teacher.
During the 2020/2021 school year, we piloted a coaching and co-teaching computer science model with a few teachers. Our computer science coach taught, co-taught and then provided feedback with pilot teachers. Lessons utilized technology to support, enrich and enhance student engagement within excellent core subject instruction. This model has been so successful with the pilot teachers that we will provide DTL coaching and co-teaching for all teachers.
Tools are managed by elected local boards with their own policies, priorities and constituents who prefer local control of the education system for their students.
Board policy requires that our Board approves utilizing school funds and DTL grant funds to implement our DTL professional development and coaching plan. Our board approved the plan in a recent Board meeting.
Changes to processes require thoughtful planning and preparation to maximize success.
Effective and sustainable change requires forethought, step-by-step planning and action steps. In order to maximize long-term success, we piloted our computer science coaching and co-teaching model with a few teachers. The model has been so successful this year, we are ready to roll it out with the entire teaching staff next year.
Element 3: Evidence that the vision, outcomes, and strategies for digital teaching and learning are integrated as core components of the LEA's strategic plans and other high-level guiding frameworks.
Mountain West Montessori Academy’s digital teaching and learning vision for the next five years is to empower our students to master the state computer science standards, deepen their conceptual knowledge of computer science concepts, widen their view of computer science as a field and career option, and cultivate positive attitudes about computer science. Our goals in this regard are a key outgrowth of our Montessori philosophy and school mission, which is to maintain and support student-centered learning through individualized and interdisciplinary curriculum and hands-on experiences. Computer science instruction, and our plan for its integrated and successful delivery to students, is based on meeting students where they currently stand in their knowledge, and on mastery and individualized instruction rather than group instruction with every student at the same level. The underlying, big picture goal of our program is to keep intellectual curiosity alive for our students, and engaging in the fascinating and problem-solving field of computer science will actively provide increased opportunity for students to follow their interests, expand their experiences, and perhaps find a future career field that is fulfilling and productive.
Short and long-term strategies align with Utah’s Master Plan, and implementation of our plan will greatly widen STEM career path options for our students by giving them a solid foundational knowledge of computer science concepts; ultimately these skills will serve Utah’s workforce and drive economic development by providing career-ready graduates to Utah’s technology sector.
Element 4: Articulation of the long-term outcome that will be achieved through implementation of the plan and an overview of the implementation steps that will be taken to achieve the long-term outcome.
The primary measurable long-term outcome for our plan is that 60% of our students in grades 2-6 will demonstrate proficiency of the computer science standards on benchmark assessments within our computer science instructional software. We will also use surveys to measure affective attitudinal change in students and teachers. Our short and long-term strategies for teachers include professional development and a mandatory co-teaching model; for students, strategies include access to Chromebooks and computer science instructional software, high quality computer science classroom instruction, and assignments with expectations for computer science lesson completion and mastery. These elements form the core of our strategic plan and address the challenges of implementing change with specific attention to the rational, emotional, and environmental aspects of change management.
