School Strategic Improvement Plan

1. Provide professional development in the administration and use of the universal screener data to drive instruction and set school goals.
2. Implement the newly revised curriculum in grade K 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. Review available student performance data(universal screeners, grades, on-track data) quarterly to monitor growth among student groups.

1. Increase in percent of students in grades K-3 demonstrating at/above proficiency on BOY to EOY on mclass DIBELS reading assessments.        
2. Increase in the percent of students in grades 4-8 demonstrating at/above proficiency on the iReady reading assessment.        
3. Increase in the percent of students in grade 9-12 passing their core ELA class.        
4. Decrease in achievement gaps among student groups.        

1. Common instructional tier 1 best practices for speaking and writing, tier I strategies (i.e. RACE/RAVE, thinking routines, sheltered instruction)
2. Implementation of weekly Instructional Data Teams to analyze data to inform instruction.
3. Ongoing professional development around differentiated instructional to support all learners (i-Ready, embedded PD) 
4. Ongoing training using i-Ready data for consistent implementation and progress monitoring.

1. Increase in the percent of students in grades 6-8 demonstrating at/above proficiency on the iReady reading assessment.

Overall -- 30% at/above grade level; 18% one grade below; 52% well below
6th grade--27% at/above grade level; 21% one grade below; 52% well below
7th grade -- 25% at/above grade level; 18% one grade below; 57% well below
8th grade -- 37% at/above grade level; 15% one grade below; 47% well below"

Grade Level (Teams) IDT meetings for 50 minutes every other Wednesday
SRBI Team Meetings for 50 minutes every other Wednesday
 

Overall -- 33% at/above grade level; 17% one grade below; 50% well below
6th grade -- 31% at/above grade level; 17% one grade below; 52% well below
7th grade -- 28% at/above grade level; 16% one grade below; 55% well below
8th grade -- 40% at/above grade level; 16% one grade below; 44% well below

Grade Level (Teams) IDT meetings for 50 minutes every other Wednesday.

SRBI Team Meetings for 50 minutes every other Wednesday.

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

1. Provide professional development in the administration and use of the universal screener data to drive instruction and set school goals.
2. Implement the newly revised curriculum for our secondary math classes. 
3. Develop shared vision of and professional development for high-leverage instructional practices to support early grade reading and literacy skills.
4. Review available student performance data(universal screeners, grades, on-track data) quarterly to monitor growth among student groups.

1. Increase in percent of students in grades K-5 demonstrating at/above proficiency from BOY to EOY on the iReady math assessment.        
2. Increase in the percent of students in grades 6-8 demonstrating at/above proficiency from BOY to EOY on the iReady math assessment.        
3. Increase in the percent of students in grade 9-12 passing their core MATH class.        
4. Decrease in achievement gaps among student groups.        

1. Common instructional practice for speaking and writing tier I strategies (RACE/RAVE)
2. Implementation of weekly Instructional Data Teams to analyze data to inform instruction.
3. Ongoing professional development around differentiated instructional to support all learners.  
4. Ongoing training using iready data for consistent implementation and progress monitoring

1. Increase in the percent of students in grades 6-8 demonstrating at/above proficiency on the iReady math assessment.

Overall -- 20% at/above grade level; 33% one grade below; 48% well below
6th grade --24% at/above grade level; 36% one grade below; 40% well below
7th grade -- 16% at/above grade level; 32% one grade below; 52% well below
8th grade -- 19% at/above grade level; 30% one grade below; 50% well below

Overall -- 25% at/above grade level; 32% one grade below; 42% well below
6th grade -- 32% at/above grade level; 33% one grade below; 36% well below
7th grade -- 18% at/above grade level; 35% one grade below; 46% well below
8th grade -- 25% at/above grade level; 30% one grade below; 46% well below

Overall -- 28% at/above grade level; 29% one grade below; 42% well below
6th grade -- 36% at/above grade level; 30% one grade below; 34% well below
7th grade -- 23% at/above grade level; 32% one grade below; 46% well below
8th grade -- 27% at/above grade level; 27% one grade below; 46% well below

1. All schools will form attendance committees that will meet at least monthly.
2. Attendance teams will  systematically address chronic absenteeism through a multi-tiered approach to intervention.
3. Attendance teams will collect and analyze attendance data to monitor trends at the individual, group, and school levels.
4. Attendance teams will implement evidence-based practices to address student needs and improve attendance at the school level.
5. District will collaborate with the Mayor’s Youth Service Bureau, Family Centers, Here-to-Help, and other community partners to develop and provide targeted interventions at the school level and in the community to students and families.

1. 100% of schools will implement attendance teams monthly.        
2. Improve district-wide Average Daily Attendance for both High Needs and Non-High Needs students.
3. Decrease district-wide chronic absenteeism for both High Needs and Non-High Needs students.         
4. Improve district-wide Average Daily Attendance as disaggregated by student groups (race, gender).         
5. Decrease district-wide chronic absenteeism as disaggregated by student groups (race, gender).        

1. Monthly attendance meeting 
2. Attendance letters 
3. House visits
4. Outreach -parent facilitator 

1. Improve school-wide Average Daily Attendance for both High Needs and Non-High Needs students

22-23 SY- 25.9% 
As of 10/6/2023- 20%

22-23 SY- 25.9
As of 2/29/2024- 18.6%
Attendance letters- 5 rounds of mailings & Remind Msgs sent by counselors
Attendance meetings w/ family and H2H referrals

22-23 SY- 25.9%
As of 6/14/2024- 17.8%

1. Schools will adopt a framework of SEL implementation utilizing the Resilient Scholar's Portal self-assessment process.
2. School will adopt and implement evidence-based SEL programming and practices.
3. SEL PD will be embedded in district and school professional learning plans.
4. Schools will implement the SEL assessment system (DESSA).

1. 100% of schools will adopt and implement evidenced-based SEL programming and practices.        
2. Increase in the percentage of students that achieve their growth goal as measured by the DESSA.        
3. Increase in the percentage of students identified "In Need of Instruction" on the DESSA that receive SRBI.        
4. Increase in the percentage of DESSA trainings completed by staff.        
5. All SPS staff will participate in at least three SEL professional learning sessions.        

1. Implement DESSA benchmarks 3 x per year 

2. Schoolwide PBIS- D.R.E.A.M.

3. Training and implementation of Attuned Approach model in partnership with the Center of Excellence 

1. Adopt and implement evidenced-based SEL programming and practices.

2022-2023 Discipline Data 
OSS =  76        
ISS = 87  

2023-204 Data Thru 115 Days (03/04/23)
OSS = 24
ISS = 50 
OSS down 50 % same time last year
ISS down 10 % same time last year
Total Suspensions down 28% same time last year

5 Domains Fully Implemented for ALL STudents
Determination, Responsibility, Empathy. 
Accountability, Mindfulness
- 20 students highlighted monthly for exhibitinh
D.R.E.A.M. Character traits

- 4 Full Day Training for Dolan Guiding Team
- Full Staff PD on Nurtured Heart Approach 11/7/23
- 2 site visits from Attuned Approach Staff
- 2 Nurtured Heart In Service Supports for staff ( 1 pending)

2023-2024 EOY Data
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%

All grade level teams reward day end of year - met the highest award by May 2024 (orange line) 

All Teachers handed out DREAM tickets for positive behavior