School Improvement Plan
2023-2024
A School Improvement Plan (SIP) or School Development Plan (SDP) is a central document used by Senior Leadership teams to map out their strategic plans for the development of their school.
Student Learning in literacy
SMART Goal for Student learning in literacy
By Spring 2024 50% of 3rd-5th students will meet or exceed on the ELA IAR assessment. 80% of students in grades K-2 will achieve 40th percentile on ELA or higher as measured by spring 2024 FastBridge.
Current Status As of As of spring 2023, 38% of students are meeting and/or exceeding on the ELA IAR assessment.
52% of students in grades K-2 achieved th 40th percentile or higher on ELA as measured by the fall 2023 FastBridge assessment
| Specific Action Steps | Timeline & Setting | Point Person |
|---|---|---|
|
Teachers administer and review assessments to provide additional support to master grade level standards. |
Monthly | Team leaders |
|
Teachers provide Tier 2 extra support/extended learning in a timely manner based on common assessment results to ensure students learn the essential ELA standards. |
After each benchmark assessment | Classroom teachers |
|
Students use Kagan engagement structures during ELA to process information, collaboratively negotiate meaning and discuss content. |
Daily in the classroom | Teachers, Coaches |
|
EL resource teachers collaborate with gen ed teachers by sharing individualized English language development (ELD) plans to support ELD growth and strengthen language development within content areas. This will be done using specific strategies and scaffolds to support. |
Weekly during collaboration | EL teachers |
|
Grade level teams will work with the instructional coach using student-centered cycles to ensure that students are making expected growth. |
3-6 week cycles will occur throughout the year | Instructional coach and grade level teams |
|
K-3 teachers deliver daily explicit systematic phonics instruction using the high impact routines. |
Student learning in math
SMART Goal for Student learning in math
By Spring of 2024 50% of students in grade 3-5 will meet or exceed on the math IAR assessment.
80% of students in grades K-2 will achieve the 40th percentile or higher on math as measured by the spring 2024 FastBridge assessment.
Current Status: As of spring 2023, 38% of students are meeting and/or exceeding on the math IAR assessment. As of Fall 2023, 64% of students in grades K-2 achieved the 40th percentile or higher on math as measured by the Fall 2023 FastBridge assessment.
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Teacher teams utilize Forefront to analyze student data on math standards, targeting essential standards. |
After each benchmark assessment | Grade level team leaders |
|
Students use Kagan engagement structures every day during literacy learning to process information, collaboratively negotiate meaning of texts, and discuss content. |
Daily in the classroom | Classroom teachers and Kagan coaches |
|
Teachers provide Tier 2 extra support/extended learning in a timely manner based on common assessment results to ensure students learn the essential math standards. |
Daily in the classroom | Classroom teachers |
|
EL resource teachers collaborate with gen ed teachers by sharing individualized English language development (ELD) plans to support ELD growth and strengthen language development within content areas. |
Weekly collaboration | EL teachers |
|
Grade level team will work with the instructional coach using student-centered cycles to ensure that students are making expected growth. |
3-6 week cycles | Teachers, coaches |
Student social emotional well-being
SMART Goal for Student social emotional well-being
Specific, Measurable, Attainable, Relevant, Time-Bound
By Spring 2024 Central School will have an Established Tier 1 PBIS team that meets 75% of the criterion points on the fidelity index
Current status: Central School has a Tier 1 PBIS team that meets 33% of the criterion points on the fidelity index.
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Expected academic and social behaviors will be taught directly to all students in classrooms and across other campus settings/locations. |
Classroom teachers will begin in August and reinforce on an on-going basis |
Team leaders and classroom teachers |
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School policies and procedures will describe and emphasize proactive, instructive, and/ or restorative approaches to student behavior that are implemented consistently. |
Starting and August and building throughout the school year on monthly basis |
Teacher leaders and principal and external PBIS coach |
|
A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide expectations and [b] used across settings and within classrooms) will be in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students. |
Monthly meetings between District leadership and team leaders |
Teacher leaders and principal and external PBIS coach |
The team
| Team Member Name | Role |
|---|---|
|
Stephanie Harczak |
Kindergarten team leader |
|
Jamie Sloan |
1st grade team leader |
|
Karen Lucas |
2nd grade team leader |
|
Jilienne Naguib |
3rd grade team leader |
|
Jamie Mette |
4th grade team leader |
|
Juliann Zielinski |
5th grade team leader |
|
Colleen Nielsen |
Student services team leader |
|
Lisa Gatz |
Specials team leader |
|
Evelin Siguenza |
EL facilitator |
|
Erica Cupuro |
Principal |