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Vision, mission, governance, leadership and staff, PD and resources

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Vision, mission, governance, leadership and staff, PD and resources

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Rigorous, vertically aligned and standards-based; Purposeful planning process with integration among disciplines

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Rigorous, vertically aligned and standards-based; Purposeful planning process with integration among disciplines

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Student-centered, engaging, challenging and relevant 

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Student-centered, engaging, challenging and relevant 

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Assessment & accountability processes; classroom assessment strategies impacted by student performance

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Assessment & accountability processes; classroom assessment strategies impacted by student performance

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Parent and community engagement; School culture of trust, respect and high expectations; Personalized and accessible student support  

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Parent and community engagement; School culture of trust, respect and high expectations; Personalized and accessible student support  

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A2. Increase opportunities for parents to become involved in their child’s learning on a team/teacher level, as has been done for school-wide events.

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A1. Strengthen the connection between professional development opportunities, teacher efficacy, and student achievement

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Comprehensive Needs Analysis for SY 2024-25

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Comprehensive Needs Analysis for SY 2024-25

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AcPlan Desired Outcomes

B1 - 1.3.2 All students academically ready for high school

B2 - 1.3.1 All students engage in a variety of career, community and civic opportunities

B3 - 2.1.2 All teachers are effective (EES)

B4 - 1.3.1 (same as B2)

How can we address this as a school?

B1 - Admin schedule PD for IDUs for the faculty.

B2 - Intentional department meetings for curriculum planning to focus on vertical alignment.

B3 - Create master list of PD sessions teachers have attended w/links to post-PD lesson/instruction. Teachers engage in purposeful learning walks to observe specific instructional strategy being implemented in the classroom.

B4 - Invite career speakers from the community; Project-based and formal writing focused on career research. Regularly make connections to the content discussed in class to real-world situations (such as current events, careers, etc).

How will we know progress is being made?

Team sharing (IDUs)

Learning Walkthrough feedback/observations

Curriculum maps

RTI progress updates

Reflections

Surveys

Exit passes and quick writes

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AcPlan Desired Outcomes

C1

1.1.2/1.1.3 8th gr. proficient in rdg & math by H.S.

1.1.2e Monitor progress of students receving interventions to evaluate effectiveness and adjust strategies as needed

1.1.4a Continue Tier I support for all students with MTSS and academic best practices

C2

2.1.2 Teachers are EES effective, or receive support to become effective

C3

2.1.1 Teachers hired with (or get) SIQ qualified

2.1.2 Teachers are EES effective, or receive support to become effective

How can we address this as a school?

C1

RTI with primary teachers

RTI w/pullout group

ELA targeted instruction class

professional development for teachers

C2

Provide planning and collab time for faculty to share strategies and learning walk feedback

C3

Follow state guidelines to hire qualified staff

Provide faculty with EL PD opportunities to earn SIQ

2.1.2e Provide planning and collab time for faculty to share strategies and learning walk feedback

How will we know progress is being made?

i-ready data

teacher curriculum maps

PD meeting agendas

Admin walkthrough tool

SIQ certification list

In house sharing of best practices

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AcPlan Desired Outcome

E1 -

1.1.5 All students transition successfully at critical points..

1.3.1 All students engage in a variety of career, community and civic opportunities

1.3.2 All students enter H.S. w/the academic background and skills to succeed in progressively challenging coursework aligned to career pathways

E2

3.3.2 Families & staff have access to relevant info in a user-friendly format through a variety of resources

3.3.2c Teams provide family engagement opportunity at least once per quarter

E3

1.1.2 8th gr. proficiency in rdg & math by H.S. or receive the support they need to become proficient

How can we address this as a school?

E1

Discuss what students need to transition to H.S.

Each grade level choose different focus for career pathways?

E2

Utilize school templates and processes for timely communication

Communicate regularly w/families and stakeholders

E3

Sped and EL students to be pulled during STAR for RTI by their sped and EL teachers

How will we know progress is being made?

Parent surveys

Social media page followers

Data on parent participation (chaperone forms, exit surveys)

Monitoring of grades, i-Ready, IEP goals, WIDA scores... (?)

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AcPlan Desired Outcome

A1

2.1.1 Teachers hired with (or get) SIQ qualified

2.1.2 EES - teachers are effective or receive support to become effective

A2

1.2.1a continue open lines of communication w/parents

3.3.2 Families & staff have access to info in a user-friendly manner through a variety of sources, templates, etc.

How can we address this as a school?

A1

Provide Tier 2 PD to all faculty

Poll teachers - feedback on existing PD initiatives

Align PD w/teacher needs

Create collaborative learning communities

Provide ongoing support and resources

Measure teacher efficacy

Link teacher development to student outcomes

Gather data of pre, during, and post PD

Encourage leadership opportunities

A2

Continue consistent communication via newsletters, meetings, email, conferences

Utilize school templates and processes for timely communication

Teams provide opportunities for families to engage in their childʻs learning experiences (at least once per qtr)

How will we know progress is being made?

Reflective teacher and parent surveys

Communication documentation/tracking

School wide communication folder

Tier 2 interventions (Panorama)

Data teams

Working with curriculum coordinators

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AcPlan Desired Outcomes

D1 - 1.1.2b / 1.1.3b Creating formative assessments

D2 - 1.1.2d / 1.1.3d Systematize use of data to provide Tier II interventions

D3 - 1.1.2 / 1.1.3 (see above)

D4 - no specific desired outcome

How can we address this as a school?

D1

i-Ready during STAR for all students

Increase collab/planning time for dept/grade levels

Have grade level dept teachers share curricluulm maps with one another

ELA provides common formative assessment (data teams quarter 2)

D2

Designate days for science & ss during STAR (within teams)

Universal screener for science and social studies

D3

All core subject teachers attended Visible Learning for Literacy from 2019-2024.

Dr. Peter Liljedahl training - math district FKK

SY24-25 Science implementing Amplify curriculum

D4

Student self-assessment survey (take after units)

Provide Google Form "apptitude" surveys

Include self-assessment rating on exit passes

How will we know progress is being made?

i-Ready scores

SBA scores

Panorama data

Teacher analysis of grades

Survey results

Student reflections

Teacher curriculum maps

Data team minutes/sheets

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B1. Continue professional development to support teams in designing and implementing high quality interdisciplinary units (IDUs).

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B2. Ensure curriculum maps are vertically aligned across grade levels within each department

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B3. Reflect on the implementation of effective instruction by ensuring research-based strategies from professional development sessions are utilized to promote student engagement and achievement

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B4. Continue to expose students in all grade levels to career-related educational and real-world opportunities integrated into the curriculum.

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C1. Continue to provide appropriate academic differentiation for students who are below grade level, including those in high needs subgroups (special education and EL students)

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C2. Use learning walk data to identify areas of improvement in classroom instruction

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C3. Continue collegial sharing of evidence-based best practices learned in professional development, to enhance effective teaching and increase student learning

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D1. Continue to refine data team cycles, with an emphasis on grade level common formative assessments

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D2. Expand structured RtI for science and social studies students, based on the success the math and ELA departments have seen with the STAR time model

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D3. Work toward consistency with research-based assessment and grading practices

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D4. Continue to provide opportunities for students to reflect on their learning

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E1. Develop a vertically aligned college and career readiness pathway that helps prepare students for a successful transition to high school and beyond

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E2. Increase opportunities for parent involvement with teams, grade levels, and departments in addition to school wide activities

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E3. Provide a scheduled and individualized STAR time support for special education and EL students