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

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

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

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

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... (?)