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School Improvement Plan

GOAL #1 - SOCIAL-EMOTIONAL LEARNING

Year 1 (2020-2021)

Theory of action 

Given the unexpected new demands of teaching and learning during a global pandemic, our goal has shifted in response.

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 address the new (and possibly shortened in-person) school year due to the pandemic. 

  • Adapt to new routines; strengthen flexibility and resilience.

  • 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 within the PBIS team to further develop the school’s routines and expectations to create a safe learning environment.

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.  

  • Consistently survey staff and students on their level of feeling joyful, safe, and confident and  respond as needed.

  • Continue to refine routines and expectations. 

  • Create a schedule to share and train staff toward full implementation of PBIS practices.

  • Note evidence of routines and expectations exhibited through staff and student daily practice.

 

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

Year 1 (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 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 students’ abilities to use literature as a way to connect across cultures.

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

  • Implement a K-3 Shared Read once a trimester (ie. vocabulary focus, social justice, and SEL).

  • 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.

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

  • Leverage technology to support reading and text-based conversations, engaging families through the use of webinars, Zoom, videos, and Seesaw. 

  • Teacher evidence of strategy use of enhanced reading  instruction. 

  • Engage in peer observations / Virtual Learning Walks  (viewing grade level asynchronous content videos).

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

Click here for our full School Improvement Plan.