School Improvement Plan
2025 - 2026
GOAL #1 - Expand instructional strategies through training in TQE (Thoughts, Questions, Epiphanies).
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 create an academic and social culture that advances and embraces social emotional learning, equity and diversity THEN all students will have greater opportunities to apply the skills necessary to understand and accept others.
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.
- English staff will participate in TQE training and professional development, facilitated by our Director of ELA.
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.
- Walkthroughs show consistent implementation of TQE discussions and student writing integration.
- 100% of ELA teachers complete the full TQE professional development course by June 2026.
- Classroom observations and student work show increased student-led questioning and deeper text-based discussion, as well as growth in evidence-based written responses and analysis.
- Teacher and student surveys reflect improved confidence and engagement with reading complex texts and greater clarity, depth, and ownership in student writing.
GOAL #2 - Enhance the social-emotional and social learning experience for all students at HMS.
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 develop and enact a school-wide model for disciplinary literacy and executive skill building THEN students will grow literacy and discourse skills as well as content area knowledge.
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 will design Team gatherings during school hours for the purpose of increasing student motivation and team building
- Develop our skill sets and build upon our use of Restorative Justice
- Staff collaboration to share culturally responsive practices
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.
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Team events listed in the shared calendar, each team planning one culture building event.
- Agendas from professional development activities reflect this work, and Circle practice will be used with staff to share ideas on restorative practices.
- HMS will hold another CRIOP walk, where staff visit each other’s classrooms to observe how students are reflected in the classroom.
GOAL #3 - Increase opportunities for general and special education staff to collaborate on best strategies to support all students.
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 every department, area and aspect of our school commits to engaging in a process of identifying areas for improvement, setting goals, and evaluating the subsequent changes, THEN we will ensure that we are a school focused on the unique needs of the learners in front of us.
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.
- Build upon teacher skill sets for working with students on IEPs and 504s through staff sharing sessions to support the learning of all students.
- Create opportunities for collaborative communication between general education, special education and related service providers to deepen our support for all students.
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 sharing sessions to support the learning of all students
- SLP presentation to build knowledge and teacher skills in the area of social pragmatics
- BCBA presentation to build knowledge and teacher skills around de-escalation strategies
- Student Services and Counselors led learning on 504 implementation
- Meeting agendas from time spent with Learning specialists and School counselors
- Best practices that allow flexibility in content, process, and assessment to meet varied learner needs to be implemented and observed in classrooms
- Participation of Learning Specialists and Related Service Providers in PLC and Team Meetings.
- Schedule regular time for general and special educators to review goals, accommodations, and instructional plans.
- Develop a process for ongoing feedback. Use quick check-ins or shared documents to keep both educators aligned on student progress and challenges.
GOAL #4 - Collaborate with families and the community to create opportunities to celebrate who we are as a school community.
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 every department, area and aspect of our school commits to engaging in a process of identifying areas for improvement, setting goals, and evaluating the subsequent changes, THEN we will ensure that we are a school focused on the unique needs of the learners in front of us.
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.
- Plan and host at least one whole-school community event to strengthen family-school partnerships and build a sense of belonging.
- Collaborate with teacher leaders, School Council and HPTO to design and implement our second International Night that celebrates the cultural diversity of the HMS community.
- Collect family feedback after each event to assess impact and identify opportunities for improvement.
- Invite community members and local professionals to present to students during Hiller Block, highlighting diverse perspectives, careers, and experiences that connect to student learning and engagement.
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.
- Take attendance at family events and observe an increase by at least 10% compared to the prior year.
- School Council minutes and PTO agendas reflect regular collaboration in planning at least two major events.
- Examples of communication (emails, flyers, social media posts, translations) demonstrate proactive outreach to families in advance of events.
- Post-event surveys show that a majority of families believe the events strengthened their sense of connection to HMS and supported our school’s mission statement.
- Student attendance data from Hiller Block community presentations demonstrates strong participation.