School Strategic Improvement Plan

1. Increase in percent of matched cohort students in grades K-3 demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 on mclass DIBELS reading assessment.
2. Increase in the percent of matched cohort students in grades 4-8 demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 on iReady reading assessment. 3. Increase in the percent of students earning credit to be on-track to graduate in 4 years.
4. Increase in percent of our Black, Hispanic, ML and SWD students (matched cohort) demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 in order to reduce achievement gaps.

1. Continue to provide professional development in the administration and use of the universal screener data to drive instruction, conduct data chats and set school goals.
2. Implement the newly revised curriculum in grade K-2 and grades 6-12.
3. Develop shared vision of and professional development for high-leverage instructional practices to support early grade reading and literacy skills.
4. Implement the MTSS framework in all schools to support tiered instruction and support.
5. Review available student performance data(universal screeners, grades, on-track data) quarterly/by trimester to monitor growth among student groups.

1. Implement the iReady Assessemnts 3x per year
2. Common instructional Tier1 best practices for speaking and writing, Tier I strategies (i.e. RACE/RAVE, thinking routines, sheltered intruction)
3. Imbedded weekly common planning time with grade level team and counterparts
4. Continued Professional Development on best practices for co-teaching, MLL, and small group instruction
5. Imbedded Bi-Weekly SRBI/IDT meetings & Progress Monitoring Analysis
6. Focus walks to includePeer Observations - teachers visiting other classrooms in session

Overall -- 35% at/above grade level; 19% one grade below; 46% well below
6th grade -- 34% at/above grade level; 27% one grade below; 39% well below
7th grade -- 29% at/above grade level; 17% one grade below; 54% well below
8th grade -- 41% at/above grade level; 15% one grade below; 43% well below

Overall: 25% at/above grade level
18% one grade below
57% well below

Grade 6: 21% at/above grade level
23% one grade below
57% well below

Grade 7: 31% at/above grade level
16% one grade below
53% well below

Grade 8: 25% at/above grade level
15% one grade below
60% well below

1. Decrease in the percent of matched cohort students in the "Need for Instruction" range on the EOY 2025 DESSA Composite score in comparison to the EOY 2024 DESSA Composite.
2. Increase in percent of matched cohort students in grades K-8 moving out of "Need for Instruction" range on the EOY 2025 in comparison to EOY 2024 on DESSA SEL assessment.
3. Improvement in school climate as measured by district and school Climate Survey
4. Implementation of evidenced based SEL programming and practices, including evidence of common expectations, guidelines and support across all grade levels for SEL

1. Utilize SEL implementation rubric and tools to improve evidenced based Social Emotional Learning (SEL) programming at all schools
2. Utilize SEL student assessment system (DESSA) to inform MTSS school-wide, classroom, and individual student programming (i.e., screener, progress monitoring, intervention planning, etc.)
3. Review available student SEL data (universal screeners, grades, on-track data) 3Xs per year to monitor student growth.
4. Strengthen adult SEL competencies and capacity through quality SEL professional learning
5. Improve student and family access to a broad range of SEL related community services and supports
6. Ensure school improvement plans (SIPs) contain strategies and goals for improving SEL

1. Implement DESSA 3x per year
2. Schoolwide PBIS Plan - D.R.E.A.M.5 Domains Fully Implemented for ALL Students Determination, Responsibility, Empathy. Accountability, Mindfulness
- 20 students highlighted monthly for exhibiting - daily DREAM tickets for students exhibiting D.R.E.A.M characteristics
3) Schoolwide celebrations for DREAM benchmarks

2023-2024 EOY Data

OSS = 40 ISS = 83 Total = 123 Total Suspensions down 25% OSS down 47%
OSS = 40
ISS = 83
"DESSA Impact report:
Need (pre/post) 17-->9
Typical 326---> 237
Strength 118 --->80
increasing # of students typical G6

# of students of strength 7 & 8
Total = down 40 = 25% OSS down 47%

1. Increase the percentage of students that have 5 or fewer absences.
2. Increase the percentage of high needs students that have 5 or fewer absences.
3. Decrease the number of truant students.
4. Improve average daily attendance rates across all student groups, grade levels and schools.

1. Continue to convene district attendance committees (elementary, middle, and high) to organize and develop systemic, districtwide practices, procedures, and protocols for school-based attendance teams to address chronic absenteeism
2. Develop consistent and uniform data informed practices to address barriers to attendance and to inform district wide action. (collection and reporting conventions)
3. Utilize evidence-based practices as outlined in the SPS Attendance Playbook to improve student attendance through the implementation of school level multi-tiered attendance strategies and school-based attendance teams.
4. Continue to review and revise school and district attendance policies as necessary to comply with state and federal guidelines.
5. Ensure school improvement plans include strategies and goals for addressing truancy and chronic absenteeism.
6. Collaborate with the Mayor’s Youth Service Bureau and other community partners to develop and provide tier three supports to students and families and to assist schools with outreach and attendance initiatives.
 

1. Schoolwide Attendance team meets 1x per month to evaluate data and create action plans
2. Attendance letters sent out to students tracking too many unexcused absences
3. Phone calls home and in person meetings set up by counselors, admin., Domus, parent facilitators
4. House visits by Domus

Chronic Absenteeism
2022-2023 SY- 25.9%
2023 - 2024 SY - 17.8%