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School Improvement Plan

GOAL #1 - SOCIAL-EMOTIONAL LEARNING

Year 1 (2021-2022)

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 - 3 students and staff continue to grow the core competencies of social-emotional wellness and, further, commit themselves to a socially just community, then a safe, inclusive, joyful learning environment will be fostered, one that emphasizes strength of self, demands mutual 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.

  • Focus on staff and student relationship-building to support social emotional growth. 

  • Implement and follow school-wide expectations to create a safe learning environment.

  • Foster home-school partnerships and improved communication strategies to promote a positive learning climate.

  • Support social-emotional learning in the community at large through community/family/school workshops on topics of SEL.

  • Affirm racial and cultural identities to foster positive academic and social outcomes.

  • Work with the building’s BEST and District SEL Director to further build staff capacity to teach Social Emotional competencies across the grade spans.

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.

  • Provide opportunities in school and at home, in person and/or virtually, for feedback on the social and emotional needs of students, staff, parents, and community members. 

  • Redefine expectations for teaching and learning and incorporate these Social Justice Standards into our school-wide practices.  

  • PBIS team to lead training on implementation of school wide expectations and reinforcement system.

  • Surveys of staff/families will determine capacity and progress toward goal.

 

GOAL #2 - LITERACY: Creating Robust, Language Rich Environments for Students

Year 1 (2021-2022)

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 provide reading opportunities for students to acquire, develop, and apply broader literacy skills across curriculum areas throughout the day, including non-academic times, then students will expand their skills and strategies thereby growing their literacy competencies and understandings, while acquiring knowledge and actively using it.

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.

  • Develop protocols to help teachers discuss data, which will inform instructional decisions that promote student growth.

  • Ensure literacy Growth for those at, below, and above benchmark.

  • Target phonemic awareness skills in relation to phonics skills.

  • Facilitate the delivery of more effective guided reading lessons, including Tier II interventions wording..rather than ‘help’ how about ‘facilitate the delivery of more…’ This then includes many not just teachers; help sound so basic.

  • Ensure that staff self-reflect on instructional approaches to promote student literacy.

  • Implement K-3 Shared Read Aloud practices (ie. vocabulary focus, social justice, and SEL).

  • Develop students’ abilities to use literature as a way to connect across cultures.

  • Foster Family Engagement: supporting developing readers.

  • Use interactive read alouds and small group instruction to actively process the language, ideas, and meaning of text as well as expand student thinking, spark discussion, and promote student inquiry and the joy of reading.

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.

  • Well developed PLCs where data is discussed and used to strengthen teaching and learning.

  • Find entry points within the grade-level curriculum to ensure literature is reflective of the learners and to promote socially just learning for all. 

  • Instructional planning to support phonemic awareness, phonics, reading and text-based conversations. 

  • Teacher evidence of strategy use of enhanced reading instruction.

  • Implement routine, flexible, small-group reading  instruction.

Click here for our full School Improvement Plan.