School Improvement Plan
2022-2023
GOAL #1 - Social Emotional Learning and Equity
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.
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Pilot Advisory program in grade 6.
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Develop consistent, annual presentations to students on the following topics: bullying, anti-bias, substance use, and social media.
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Support the work of ADL (Anti-Defamation League) Peer Groups in facilitating lessons on social responsibility, respect and inclusivity.
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Develop a set of best practices for culturally proficient teaching and classroom rituals and routines that are observed on a daily basis.
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Use HSA survey data to inform the work we do in Grade 6 Advisory, Grades 7 and 8, early Release meetings, and the work done with counselors
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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Student survey (pre and post tests) shows increased understanding of peer relationships, themes and key concepts selected as part of advisory lesson planning.
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Samples of student work from Advisory meetings.
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Formalized Incident reports.
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BIRF (Bias Incident Reporting Form).
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ADL Peer groups will facilitate two or more presentations.
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Administer Holistic Student Assessment to students and use data to monitor student growth
GOAL #2 - Curriculum and Instruction
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.
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Grades 6-8 students will engage in multiple targeted writing assignments within the disciplines of Science, ELA and History and Social Sciences.
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Consistent practices are employed across teams in organization of time, materials and resources
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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In an effort to grow literacy skills, students will be asked to read with disciplinary literacy in mind and write in regular intervals using subject specific structures. This will be evident based upon locally created, subject-specific criteria and rubrics.
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Upon visits to classrooms, these practices are visible; students regularly receiving specific strategy instruction,
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PLC time dedicated to creating consistent practices, such as calibration of learning activities, developing of academic interventions, etc.
GOAL #3 - Continuous Improvement
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.
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Increase educator’s proficiency in utilizing data from local and state assessments in order to improve student outcomes.
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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Data protocols are consistently used during Professional Learning Communities to examine student and programmatic successes and areas for growth.
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English and Math teachers are fluent in the use of STAR data, utilizing it to inform whole group instruction as well as student based interventions.
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PLCs are proficient in looking at common assessments and evaluating them with inter-rater reliability.
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Counseling department carefully examines data to determine best method of service delivery.