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.
Data Analysis Schoolwide Needs Assessment (Literacy)
Include at least one measure for ALL students AND at least one measure for a subgroup with a gap in their performance data
If a “growth” goal is included, an “achievement” goal must also be included
| Group | Data | Goal |
|---|---|---|
|
Student Group |
Current Learning Data as of August 2023 % meets/exceed on [ADD ASSESSMENT] |
SMART Goal for May 2024 % meets/exceed on [ADD ASSESSMENT] |
|
K-2nd |
In Spring of 2023, the following percentage of primary (K-2) students met or exceeded the 40th percentile on Fall ELA FastBridge were: Kindergarten: 45%; First Grade: 67%; Second grade: 68% |
By Spring of 2024, the following percentage of primary (K-2) students will meet or exceed the 40th percentile on Spring ELA FastBridge: Kindergarten: 55%; First Grade: 72%; Second grade: 73% |
|
Grades 3-5 |
In Spring of 2023, the following percentage of intermediate (3-5) students met or exceeded the nationally-normed percentile of 50th%tile on the MAP reading assessment is: Third Grade: 52%; Fourth Grade: 68%; Fifth Grade: 62% |
By Spring of 2024, the following percentage of intermediate (3-5) students will meet or exceed the nationally-normed percentile of 50th percentile on the MAP reading assessment will be: Third Grade: 65%; Fourth Grade: 57%; Fifth Grade: 73% |
|
In Spring of 2023, the following percentage of intermediate (3-5) Hispanic students met or exceeded the nationally-normed percentile of 50th%tile on the MAP reading assessment is: Third Grade: 42%; Fourth Grade: 49%; Fifth Grade: 42% |
By Spring of 2024, the following percentage of intermediate (3-5) Hispanic students will meet or exceed the national-normed percentile of 50th percentile on the MAP reading assessment will be: Third Grade: 45%; Fourth Grade: 49%; Fifth Grade: 56% |
Student learning in reading
SMART Goal for Student learning in reading
By Spring 2024, the following % of primary (K-2) students will meet/exceed 40th percentile ELA FastBridge: K: 55% , 1st: 72% , 2nd: from 73%
By Spring 2024, the following % of intermediate (3-5) students will meet/exceed 50th percentile MAP reading: 3rd: 65% , 4th: 57% , 5th: 73%
By Spring 2024, the following % of intermediate (3-5) Hispanic students will meet or exceed the 50th percentile on the MAP reading: 3rd: 45%; 4th: 49%,5th: 56%
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Utilize WIN to address Tier 2 interventions and enrichment |
Ongoing |
Classroom Teacher |
|
Reading Intervention for students identified as needing Tier 3 intensive intervention |
Daily for 30 minutes |
Reading Interventionist |
|
Continue utilizing the Book Room to support small group reading and student engagement |
Ongoing WIN & Reading |
Teachers & Coach |
|
100% of classroom teachers engage in student-centered coaching cycle to support student learning |
By end of the school year |
Instructional Coach |
|
Teachers administer and review literacy common assessments to target students who need additional support |
Monthly |
Grade Level Team |
|
Students use Kagan engagement structures every day during literacy to process information. |
Daily |
Teachers |
|
Teachers identify and use speaking a listening targets during literacy |
Weekly |
Teachers |
|
Imagine Learning expectations will be met daily for students identified as EL. |
Ongoing |
EL Team |
|
Teachers will implement daily explicit systematic phonics using From Phonics to Reading. |
Ongoing |
Classroom teachers |
|
Encourage family involvement in literacy with new Title I funds. |
At least once per semester |
Title 1 Coordinator |
|
100% of classroom teachers actively participate in job-embedded professional learning in literacy. |
Ongoing |
CLI |
Student learing in math
SMART Goal for Student learning in math
By Spring 2024, the following % of primary (K-2) students will meet/exceed 40th percentile Math FastBridge: K: 72%, 1st: 89%, 2nd: 85%
By Spring 2024, the following % of intermediate (3-5) students will meet/exceed 50th percentile on MAP math: 3rd: 75%, 4th: 77%, 5th: 81%
By Spring 2024, the following % of intermediate (3-5) Hispanic students will meet/exceed 50th percentile on MAP math: 3rd 60%, 4th: 70%,5th: 79%
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Utilize WIN to address Tier 2 interventions and enrichment |
Ongoing |
Classroom Teacher |
|
Math Intervention utilizing Bridges Intervention for students identified as needing Tier 3 support (K-5; based on student needs). |
Daily for 30 minutes |
Math Interventionist |
|
Continue utilizing the Bridges resources to support small group math instruction and student engagement. |
Ongoing during WIN and Math Instruction |
Teachers and Instructional Coach |
|
100% of classroom teachers will engage in student-centered coaching cycles in order to help to support student learning |
By end of year |
Instructional Coach |
|
Teachers administer and review math common assessments in Forefront and provide Tier 2 support to master standards |
Weekly |
Grade Level Team |
|
Students use Kagan engagement structures every day during math learning to process information. |
Daily |
Teachers |
|
iReady expectations will be met daily for all students. |
Daily |
Classroom Teachers |
|
Encourage family involvement in math with new Title I funds. |
At least 1 x Semester |
Title I Coordinator |
Student social emotional well-being
SMART Goal for Student social emotional well-being
In preparation for PBIS implementation, staff will analyze and commit to updating the building Common Expectations matrix to ensure 100% of staff implementation with consistency.
An updated common expectation matrix will establish a social culture and provide the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. 100% of Terrace students will be exposed to the Terrace common expectations through consistent reminders and common language used building-wide.
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Common expectation review at every staff meeting. |
2023-2024 |
All staff |
|
The teacher leadership group will meet to redefine common expectations. |
2023-2024 |
Team Leaders |
|
Collaboration between schools to share ideas and information about similar PBIS expectations. |
2023-2024 |
Team Leaders |
|
Principal will bring ideas back from monthly Student Services SEL meetings. |
2023-2024 |
Principal |
|
Professional development externally or internally during PLC meetings. |
2023-2024 |
Principal |
|
Restructuring our building reward system to meet updated district PBIS implementation. |
2023-2024 |
Team Leaders |
|
Collaborate with behavior specialists to guide us in implementing behavior support systems. |
2023-2024 |
Staff, behavior specialists |
The team
| Team Member Name | Role |
|---|---|
|
Bradley Stein |
Principal |
|
Sophia Sidlowski |
Kinder STEP |
|
Eileen O’Brien |
First Grade |
|
Kathy Schaefer |
First Grade |
|
Bailey Stearns |
Second Grade |
|
Jennifer Sharko |
Third Grade |
|
Sam Hurwitz |
Fourth Grade |
|
David Becker |
Fifth Grade |
|
Mary Prost |
Specials |
|
Marion Greenwood |
Related Services |
|
Lisa Butera |
Interventionist |
|
Jackie Fuentes |
EL |