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School Improvement Plan

GOAL #1 - SOCIAL-EMOTIONAL LEARNING

Year 1 (2019-2020)

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 Pre K - 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.

  • Determine consistent school-wide expectations for behavior across all school environments

  • Begin the process of revising grading practices to reflect current practices and established standards/guidelines for areas of personal development (classroom & community skills as well as approaches to learning).

  • Collaborate across elementary SEL teams at least 3x/year

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

  • Continue to refine and improve tiers of support, which focus on providing support to educators to meet the needs of all students, including social/emotional or behavioral, as well as identifying students in need for greater levels supports.

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

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 behaviour. 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

  • By June 2020, revised personal development report card section with guidelines for consistency across grade levels to be implemented in the 2020-2021 school year. Reflection and feedback June 2021 to inform adjustments, if needed, for the 2021-2022 school year. 

  • Meeting schedule

  • Forums for families and community 3x a year 

  • Define current interventions and models of support using MTSS as a guide to creating a blueprint that applies to each building (Marathon, Elmwood, Hopkins).

  • 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.

 

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

Year 1 (2019-2020)

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 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.

  • Refresh building-wide practices in literacy instruction (particularly readers’ workshop)

    • 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

    • Evaluate the existing continuum of services for enrichment and interventions 

    • 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 

    • Assess and refine the Learning Support Team and clearly communicate outcomes and expectations to staff

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

  • Engage in professional learning to enhance use of guided inquiry model of instruction

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.

  • 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

 

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

Year 1 (2019-2020)

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.

  • Continue alignment of curriculum maps, unit plans, and lesson plans for mathematics instruction using Eureka math resources.

    • 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 

  • Continue to develop varied approaches focused on promoting flexible grouping across grade levels to increase 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

    • Utilize HEF grant for Math Kinesthetic resources to develop enrichment and reteaching lessons emphasizing VAKT methods for upper elementary students

  • Teachers will use math assessments (formative and summative) to inform their teaching to meet the needs of each student, reflect on each unit and share best practices during their PLCs

  • Develop guides for parents about new 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  

  • A math workshop schedule that includes district recommended periods for math and follow the recommended structure for math instruction in every math classroom

  • 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 of new HPS/Hopkins website.

  • Peer observations of effective math practices