Skip To Main Content

Color1 BG Container

District Nav

Landing Nav

School Improvement Plan

SMARTIE Goal #1a (MATH Tier 1)

We will ensure all scholars are engaged in purposefully planned Tier 1 GVC instruction (both whole group and tier 1 centers) using the (Explore, Develop, Refine structure) for 55 minutes per day as measured by classroom visits, teacher reports and PLC notes which will increase the percentage of scholars who are on or above grade level from 33% to 60% on iREADY. We will increase proportionality for our Hispanic, Black and Native Hawaiian/Pacific Islander Scholars

SMARTIE Goal #1b (MATH Tier 2)

Increase scholars who are on or above grade level for numbers and operations (Kinder from 45% to 80%, 1st from 30% to 70%, 2nd grade from 37% to 70%, 3rd grade from 42% to 80%,  4th grade from 57% to 80%, 5th grade from 41% to 80%) with a focus on improving our Native Hawiian/Pacific Islander and Black Scholars from 32% to 70%) while using instructional grouping tools in iReady with a focus on numbers and operations

SMARTIE Goal #2a (ELA Tier 1)

All grade level teachers are implementing formative assessment systems based on success criteria derived from the assessed skills during shared reads, anchor texts and paired selection from Wonders to inform Tier 1 small groups and instructional next steps.  These practices will increase iReady comprehension from 36% at or above grade level to 75% at or above grade level. We will also increase proportionality for Black scholars (8 points below the norm), Hawaiian/Pacific Islander (17 points below the norm) and Hispanic scholars (11 points below the norm)

SMARTIE Goal #2b (ELA Tier 2)

Implement a walk to reading structure to increase the percentage of scholars who are at grade level according to Lexia from 46% to 75% while creating proportionality for scholars who identify as PI and Multiracial to the norm (from 6 fewer units on average than grade level peers)

SMARTIE Goal #3 (Whole Child)

We will maintain proportionality in both Paw Points and behavior data collection forms for all groups.

SMARTIE Goal #4 (Family & Community Partnerships)

  1. We will increase participation in our Panorama family survey from 50 responses to 150 responses.
  2. We will show proportionality in grade and race for respondents
  3. Our Panorama family survey will show 80% of the 150 responses will answer favorably for “How confident are you in the opportunities the school offers to help you feel prepared and connected as a partner for your scholar’s success?”
Aligned Signature Strategy(ies)

Develop and implement with fidelity a culturally responsive, standards-aligned, guaranteed and viable curriculum, instruction and assessment system in ALL core subjects in every school and every classroom.

Build capacity of teachers, leaders, and school staff to utilize their knowledge of scholars, backwards planning and the PLC framework to determine what scholars need to know, how they will know scholars are learning it, and how they will respond when scholars do not learn, and how they will respond if the scholar already knows it.

Implement structures (e.g. effective Success Criteria) in every classroom to support consistent use of date by our student-scholars to assess their own learning, determine learning goals, and monitor progress over time.

Design, implement and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects.

Build capacity of teachers through targeted professional development and collaborative coaching focused on anti-racist and culturally relevant instructional practices and strategies in literacy, numeracy and data analysis.

Engage Professional Learning Communities (PLCs) in a cycle of inquiry using multiple measures to inform and adjust instruction while disaggregating data through an equity lens (interim common assessments –district and building level).

Create data collection and reporting systems to increase the effective use of data to drive academic, social emotional, and behavioral structures and supports at the district, school, classroom, and scholar levels to eliminate racial and programmatic disproportionality in achievement and response to behaviors

Elevate scholar voice and ownership (e.g. Scholar Advisories) by integrating scholar’ knowledge, culture, experience and feedback into school planning, instruction/projects, assessment and classroom norms.

Ensure systems for social-emotional support (Culturally Responsive PBIS, Second Step, SEL integrated throughout, Character Strong, Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught and provided with frequent feedback to implement with fidelity.

Provide staff with culturally competent and anti-racist professional development to ensure high expectations of each and every scholar to create a culture of anti-racism, inclusivity, equity, and accountability.

Provide staff professional development to increase staff’s capacity to engage in conversations about race, bias, and disproportionality to foster positive, culturally sustaining projective classroom environments and relationships.

Provide professional development to increase staff capacity and understanding of ACES and child/adolescent growth and development.

Engage in effective two-way communication in multiple languages to eliminate barriers to opportunities (i.e. SLCs, translated materials, interpretation at events and listening sessions).

Collaborate with families in authentic ways (e.g. Parent Advisories, Family Academies, Family Nights, translated materials, videos in multiple languages, home visits) across languages and cultures to integrate family funds of knowledge into school systems and help families understand available services, advocate for their scholar’s needs and support their scholar’s learning.