School Improvement Plan

Strategic Plan Goal Area 1:

Strategic Plan Outcome: Every student feels safe
Strategic Plan Measure: % of students reporting not being bullied at school or on the way to/from school
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely):
Strategic Plan Strategy: By the end of the 2023-2024 school year, 80% of students will report that they are not bullied at or on the way to or from schools based on the end of the year district survey.

Action:

Full Implementation of BSD Social Emotional Curriculum throughout the school year

Timeline: Daily
Lead Person Responsible: Student Success Coach and Classroom Teachers
Resources:
- Kindness In The Classroom
- PurposeFull People: Character Strong
- School counselors co teach lessons with classroom teachers
- School wide assemblies and community days are connected to themes and concepts introduced in SEL lessons.
- SEL instruction is built into the school wide schedule
- The Possibility of Kindness Assemblies and Class Lessons by Greg Bennick
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.)
- An increase of students reporting they feel safe, welcome, and accepted at school.
- An increase of students reporting not being bullied at school or on the way to or from school.
- Students understand the definition of bullying and report accurately.
- Students report upstander strategies to interrupt bullying.

Action:

Clear and explicit teaching of team oriented games to support positive play and teamwork at recess and in the classroom

Timeline: Monthly
Lead Person Responsible: Student Success Coach
Resources:
- Playworks
- Play, Fit, Fun
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Decrease in student discipline referrals

Action:

Student Leadership Development in PreK-8th Grade

Timeline: All year
Lead Person Responsible: Leadership Elective Teacher, Student Success Coach, School Counselors and Social Workers
Resources:
- Middle School Leadership Elective
- Student Success Plans
- Collaboration with Teachers
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Decrease in student discipline referrals

Action:

The Behavior, Health & Wellness Team will monitor attendance data and develop an incentive campaign.

Timeline: Monthly
Lead Person Responsible: Student Supervisor and BH&W Team
Resources:
- Synergy
- Attendance Report
- Early Warning System Report
- AHP Attendance Tracking Tool
- Attendance Awards and Certificates
- BSD Attendance Resource Page
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- An increase in attendance on a monthly basis
- A decrease in student discipline referrals

Action:

Develop student success plans for every student needing tier three support.

Timeline: Monthly
Lead Person Responsible: School Counselors and BH&W Team
Resources:
- Visual Schedules
- Social Stories
- Incentive Menus
- Wellness Spaces
- Calming Corners
- Sensory Tools
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- A decrease in physical aggression
- A decrease in elopement.
- A decrease in defiance.
- An increase in the use of emotion regulation and problem solving strategies by students with tier three supports.

Action:

The Behavior, Health & Wellness Team will monitor behavior data and develop interventions to support emotion regulation and problem solving strategies.

Timeline: Weekly
Lead Person Responsible: Student Supervisor and BH&W Team
Resources:
- Student Success Framework
- Behavior Referral Form
- BH&W Communication Log
- Zones of Regulation
- I Statements
- Restorative Reflection Forms
- Kelso's Wheel
- Collaborative Problem Solving
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- An increase of students reporting they feel safe, welcome, and accepted at school
- A decrease in behavior referrals related to bullying
- An increase of 6th and 8th graders reporting their emotional/mental health is good to excellent.

Strategic Plan Goal Area 2:

Strategic Plan Outcome: Opportunity and outcome gaps are eliminated
Strategic Plan Measure: % of students in grades 4-8 who got closer to proficiency on OSAS MATH
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely):
Strategic Plan Strategy: By the end of the 2023-2024 school year, the mean gap scores for emerging bilingual (English Language Learners) students in grades 3-8 will decrease by half compared to non ELL students in mathematics.

Action:

Student Equity Response Team - Analyze student academic growth and progress towards grade level proficiency; develop and implement interventions to support student social, emotional and academic learning

Timeline: Every 6 weeks
Lead Person Responsible: Academic Coach
Resources:
- Early and Secondary Warning Reports
- Curriculum Resources
  - ENIL / IRLA
  - Lexia
  - Heggerty
  - Secret Stories
  - Dreambox Growth
  - Math Fluency Toolkit
  - ALEKS
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase ENIL / IRLA scores
- Increase in Dreambox Growth
- Meet weekly Dreambox usage across all grade levels
- Decrease in behavior referrals
- Increase in attendance

Action:

Professional Growth and Learning

Timeline: Weekly
Lead Person Responsible: Principal and Assistant Principal
Resources:
- Teacher Workshop
- Committees
- Staff Development Days
- Math Sub Release Days
- Collaborative Planning with Coteachers
- American Reading Company Sub Release Days
- Dual Language team Meetings
- Newcomer Meetings
- MLL Meetings
- Observations and Reflection Conversations
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase in ENIL / IRLA scores
- Decrease in behavior referrals
- Increase in student scores on end of module assessments
- Increase in the effectiveness of co-planning time
- Increase use of co-planning templates
- Content, language, and culture Objectives are displayed in every classroom
- Explicit teaching and modeling of 4+1 Domains

Action:

Classroom Embedded Support

Timeline: Weekly
Lead Person Responsible: Academic Coach and MLL Coordinators
Resources:
- Demo Lessons
- Co Teaching
- Learning Walks
- Lesson Study
- Strategize Differentiation
- Projection Map Planning
- C6 Biliteracy Instructional Framework
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase in the effectiveness of co-planning time
- Increase use of co-planning templates
- The co-teaching models selected for each lesson will be used to best meet the needs of students in each class
- Bridge level 1, bridge level 2, bridge level moments, bridge tasks, and bridge centers are leveraged to fully engage students in cross-linguistic work
- Each dual language classroom has specific areas for anchor charts that represent the language allocation plan percentage

Action:

Co-planning, co-assessing, and co-teaching between classroom teachers and multilingual team members (ELD teachers)

Implementation of all 7 co teaching models that support various cooperative grouping configurations

Timeline: Daily
Lead Person Responsible: MLL Coordinators
Resources:
- Coplanning templates
- Extend pay for collaborative planning for grade level teams and MLL teachers
- Common planning time built into the daily schoolwide schedule
- Professional Books
  - Collaborating for English Learners: A Foundational Guide to Integrated Practices
  - Collaboration and Co-teaching for Dual Language Learners
  - Co-teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase in the effectiveness of co-planning time
- Increase use of co-planning templates
- The co-teaching models selected for each lesson will be used to best meet the needs of students in each class

Action:

Flexible Groups to differentiate instruction during Math Workshop

Timeline: Daily
Lead Person Responsible: Academic Coach
Resources:
- Curriculum Resources
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase in student confidence, efficacy, and engagement
- Increase in student scores on end of module assessments

Action:

Cooperative learning models to teach and embed authentic test prep across all curriculum throughout the year in differentiated ways

Timeline: Daily
Lead Person Responsible: Academic Coaches and Assistant Principal
Resources:
- Embedded and Authentic Test Practice Landing Page
- Sentence Stems, questions & prompts simulating state test language
- OSAS Sample Performance Tasks
- TCRWP Authentic Prep Unit of Study and Pacing
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Increase in student confidence, efficacy, and engagement
- Increase in student' ability to engage in the 4+1 domains and define cross linguistic connections
- Increase in OSAS test scores

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