Find it fast Open

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, that focus on helping educators to meet the needs of all students, including social/emotional or behavioral, as well as identifying students in need for greater levels of support.

  • 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: Creating Robust, Language Rich Environments for Students

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.

  • Staff Self-Reflection on instructional approaches to promote student vocabulary development 

  • Establish a Vertical Professional Learning Community  that will disseminate information to facilitate language integration 

  • School representatives will participate in state-wide  Learning Institutes and regional meetings

  • Develop school-wide events to promote and celebrate the value of vocabulary and the connection to reading and writing

    • Kick Off to vocabulary study

    • One Book - One School across elementary schools

    • Read The Word Collector by Peter H. Reynolds

    • Vocabulary Parade

    • Family Engagement

  • Bringing Words to Life by Isabel L. Beck book 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.

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

  • PLCs, ELE, SLPs, and Early Literacy Grant participants share best practices during staff meetings 

  • Peer observations / Learning Walks 

  • Teacher evidence of strategy use of enhanced vocabulary instruction

Click here for our full School Improvement Plan.