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School Improvement Plan

GOAL #1 - SOCIAL-EMOTIONAL LEARNING

Year 2 (2020-2021)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward. 

If Grade 4/5 students and staff develop school-wide practices that enable all to acquire the knowledge, skills, and attitudes associated with the core competencies of social-emotional learning, then a safe and inclusive learning environment will be fostered that emphasizes respect and embraces diversity.

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Collaborate across elementary PBIS/SEL teams at least 3x/year to continue K-5 implementation of PBIS through participation in PBIS Academy.

  • Refine and implement consistent, school-wide expectations for behavior across all school environments to adjust for changing conditions (including pandemic-necessitated shifts in practices). 

  • Develop tracking system to monitor student behaviors across settings in school to improve adjustments to instruction and practices.

  • Expand resources, utilizing LMS & school website, to share SEL supports with both staff and families.

  • Document the school staff’s “Toolkit” of approaches and resources to be used across settings to support all learners within shared folders for access. 

  • Develop support structures for students struggling with return to school setting following pandemic (small group, individual, family-based).

  • Develop SEL scope and sequence of instruction for integration into Morning Meetings, full-class counseling lessons and cross-curricular experiences.

  • Refine, improve, and communicate the tiers of support through creation of MTSS flowchart for staff and families, to document ways supports are implemented to meet the needs of all students, including social/emotional or behavioral, as well as identifying students in need for greater levels supports.

  • Foster partnerships to support social-emotional learning in the community at large through community/family/school conversations around topics of SEL.

  • Examine/review social studies scope and sequence to ensure diversity and social justice.

  • Engage staff in discussions about ways to introduce anti-racist and social justice instruction for 4/5th graders in developmentally appropriate manner.

  • Refine teacher and self-monitoring tools associated with grading practices to reflect current practices and established standards/guidelines for areas of personal development (classroom & community skills as well as approaches to learning).

  • Develop comment bank for report cards to support growth for use with personal development section of report card.

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • Demonstration of expectations across all school environments

  • Incorporation of  flowchart, office referral, and SWIS to deal with major and minor behaviors

  • Data gathered from tracking system to analyze and improve student behaviors  across all school settings

  • Fully implemented personal development report card section, including comments to support growth of skills, with guidelines for consistency across grade levels

  • Documented interventions and models of support (MTSS), incorporating practices of PBIS available to community

  • A compilation of resources “Toolkit” will be developed (i.e. observations, meetings, shared readings) for staff to access that includes opportunities for collaboration to expand learning

  • Meeting schedule incorporating trauma-informed instruction and anti-racist/diversity conversations/education/exercises for all staff

  • Established and implemented SEL scope and sequence and lessons with mini-lessons for each grade level that incorporates diverse texts (i.e. F&P IRAs) for Morning Meeting and/or Reader’s Workshop lessons 

  • Documented interventions and models of support (MTSS), incorporating practices of PBIS available to community

  • Creation of SEL website of resources for families (and staff) to access to support students at home and school

  • Updated social studies scope and sequence that incorporates multiple viewpoints, diversity, and social justice at each grade level

  • Meetings and professional development opportunities for staff to expand their knowledge of anti-racist education and social justice

  • Integration of Schoology with current grading practices

  • Updated bank of report card comments to support personal development section

 

GOAL #2 - LITERACY: High-Quality Instruction to Meet the Academic Needs of Each Learner

Year 2 (2020-2021)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward.

If we align literacy/readers’ workshop curriculum, instructional practices, and provide varied assessment opportunities to personalize learning and meet individual needs, then we ensure that each student is supported and challenged to achieve and grow.

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Continue implementation of F&P Classroom and Learning Continuum to improve building-wide practices in literacy instruction (particularly readers’ workshop).

    • Continue to evaluate, develop and implement common reading “mini-lessons” through the use of F&P Learning Continuum and Classroom.

    • Examine current curriculum and expand opportunities for student choice and voice in learning utilizing technology and district LMS.

    • Refine Reading Scope and Sequence/Curriculum Maps to integrate F&P Classroom practices such as vocabulary/word study, book clubs, guided reading, independent reading, Interactive Read-Alouds and weekly mini-lessons

    • Expand formative assessments in literacy for monitoring ongoing skills development in reading and writing.

    • Evaluate the existing continuum of services for enrichment and interventions with adjustments to service delivery, as needed.

    • Review processes for identifying students, providing appropriate enrichment opportunities, and monitoring their achievement .

    • Review processes for identifying students at-risk, providing appropropriate interventions, and monitoring their achievement.

    • Continue assessment and refinement of the Learning Support Team process and clearly communicate outcomes and expectations to staff.

  • Utilize screening tools to identify students requiring additional decoding/encoding instruction (Just Words, Wilson, F&P Word Work, iSpire etc) and implement intervention groups, as needed.

  • Refine Writing Scope and Sequence/Curriculum Maps to include discrete skills mini-lessons embedded throughout the year.

  • Align and revise curriculum maps for Digital Learning, Science and Technology, and Social Studies through educator, ELA Director and Curriculum Team leaders collaboration.

  • Expand professional learning to enhance use of guided inquiry model of instruction across curricular areas and embed further in units of study.

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • Full integration of F&P Classroom materials for guided reading into readers’ workshop models

  • Staff develop individual goals for personal instructional growth revisiting during the year to assess progress

  • PLCs, ELE, SLPs participants share best practices during staff meetings 

  • Peer observations / Learning Walks 

  • 95% of students will have demonstrated a years growth based on a baseline measure

  • Calendar of PD including technology (including LMS) instruction

  • Creation of webinars for families to support learning at home (around use of technology/LMS)

  • Revised scope and sequence/curriculum maps

  • Development of digital lessons/staff resources (using Google Drive/LMS) for literacy instruction

 

GOAL #3 - MATH: High-Quality Instruction to Meet the Academic Needs of Each Learner

Year 2 (2020-2021)

Theory of action 

The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the district forward.

If we foster diverse opportunities for success with mathematics through development of enrichment, reteaching and Essential Standards curriculum, then we ensure that each student is supported and challenged to achieve and grow.

Actions

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

  • Review curriculum maps, unit plans, and lesson plans for mathematics instruction using Eureka math resources, with adjustments necessitated by pandemic-related interruptions.

    • Develop grade level screening tools to identify students with gaps in previous years’ learning

    • Math coach, CTLs and admin will review math unit pacing guides with National Park & grade level teams

    • Revise common assessments/instructional practices for mathematics, utilizing resources from Eureka, including math open response prompts.

    • Improve calibration and collaboration between classroom teachers and special education staff for scoring common assessments 

  • Review and refinement of math RtI practices across building, especially at Tier 2 level, to include differentiated practice and instruction.

  • Continue to develop varied approaches focused on increasing opportunities for differentiation, including scope/sequence links for reteaching and Essential Standards curriculum as well as extension/enrichment lessons for each topic of study within math standards

  • Use of math assessments (formative and summative) to inform teaching in order to meet the needs of each student, reflect on each unit and sharing of these best practices during PLCs.

  • Refine guides for parents regarding math curriculum resources. 
  • Develop structured opportunities for observations between teaching peers in the area of mathematics and including the new Math Coach to facilitate visits.
    • Math Coach will collaborate with CTLs/PLCs to support teachers and students with implementation of new curriculum in specific grades.

Measurable Success Criteria

Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behavior. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.

  • Finalized scope and sequence that includes instructional practices, assessments, and scoring rubrics at each grade level  

    • Grade level screening tools covering   previous years’ math standards
    • Math workshop schedule that includes district recommended periods for math and follow the recommended structure for math instruction in every math classroom
  • Development of digital lessons/staff resources (using Google Drive/LMS) for differentiated math instruction
  • Consistent use of effective strategies to  support student understanding and engagement during Guided Practice in Math Workshop (questioning, scaffolding, and modeling) and students will show what they know through responding to a set task given by a teacher.
  • Parent resource/reference developed and published on Curriculum section HPS/Hopkins website.
  • Peer observations of effective math practices

Click here for link to printable document.