MTP School Improvement Plan 24-25

School Improvement Plan 24-25

Our school is chasing academic achievement in literacy and math through explicit, targeted instruction and a sense of belonging by creating a school culture where all individuals are treated with dignity.

We commit to:

excellent instruction through universal use of three of our nine LSSD instructional strategies
strengthening the effectiveness of our Collaborative Educator teams
achieving equitable outcomes for each student through effective use of Student Growth Goals

By committing to these things, we will achieve the following:

65% of students in grades 3-5 will be at grade level or higher on the Smarter Balanced Assessment in reading, up from 57% last year. 80% of students in grades K-5 will be at grade level or higher on the spring literacy iReady from 73% last spring.
60% of students in grades 3-5 will be at grade level or higher on the Smarter Balanced Assessment in math; last year 54% of students were at grade level or higher. 73% of students in grades K-5 will be at grade level or higher on the spring math iReady from 65% last spring.
70% of students will have a strong sense of belonging as measured by the spring Panorama from 63% last spring.

We will intentionally focus on achieving equitable outcomes for students receiving special services through an IEP.

We will monitor our progress during the year through:

1. educators regularly examining data from curriculum-based formative assessments, as well as benchmark assessments, and designing targeted small-group instruction based on student need.

2. our leadership team will monitor behavior and SEL needs through monthly review of our SWIS data and teacher feedback to determine tiered supports and professional development needed.

Our Tier One Strategies -- we commit to excellent instruction through the universal use of

classroom-based small group instruction
morning meetings
co-constructed norms within our PBIS system

Collaborative Educator Team (CET) Work

Our CETs will unpack instructional units to determine the essential standards and the roadmap to get there.
CETs will examine data from curriculum-based and benchmark assessments to determine specific student learning needs and design classroom-based interventions to fill those gaps.

We will achieve equitable outcomes for students using the revised Danielson Student Growth Goals.

Staff will focus on a specific essential learning standard and related habits of mind to help our students learn and grow.
Staff will engage in meaningful conversations with their collaborative team and evaluator to reflect on their instructional practices for professional growth to better impact student learning.

February check in

At the midyear point, here is where we are...

June check in

At the end of the year, here is how we did, and the start of our plan is for next year