School Improvement Plan

Strategic Plan Goal Area 1: Safe & Thriving

Strategic Plan Outcome: O2.Every Student Thrives Socially and Emotionally
Strategic Plan Measure: % of Students Attending Regularly
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): (Specific, Measurable, Achievable, Relevant, Timely): By the end of the 2024-25 school year, "regular attenders" will increase from 74.5% to 80% as measured and reported on the ODE Report Card.

Available Leading Indicators for this Measure:

Synergy Early Warning Report
Synergy Monthly Attendance Summary
EduClimber Attendance Reports

Strategic Plan Strategy #1: Implement strong multi-tiered system of support for students' behavioral and social-emotional needs

TIER 1: ALL Students and Families

Action: Engage students and families to understand the negative effects of chronic absenteeism

Action: Review attendance data each week to determine the need for additional supports

Resources:
- Synergy attendance reports
- EduClimber attendance data
- School-based data collection
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Attendance team will identify students with 90% or lower attendance rate and collaborate with teachers to connect with families and build relationships

Action: Personalized positive communication to families when students are absent

Action: Recognize good or improved attendance

TIER 2 - Early Intervention for students with moderate chronic attendance

Action: Establish walking school buses for families living within the walking zone

Action: Early outreach to students with chronic attendance the previous year

Action: The Attendance Team will plan interventions for individual students with ongoing absences below 90% such as: Hot Cocoa Club and Art Club

Resources
- Synergy attendance reports
- EduClimber attendance data
- School created attendance trackers for student use
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Attendance rate in individual students will increase
- Increased communication with families
- Increased academic progress for students

TIER 3 - Intensive Intervention for students with severe chronic attendance

Action: Individualized interventions for students with ongoing chronic absences such as attendance contracts and family visits

Action: Individualized interventions for students with ongoing chronic absences such as attendance contracts and family visits

Strategic Plan Strategy #2: Explicitly implements practices at each school to support student social, emotional and mental health

Action: Teachers will provide direct instruction in SEL using Kindness in the Classroom curriculum

Action: Teach and practice routines for repairing harm (Restorative Practices)

Action: Begin implementation of RULER approach to SEL first with staff, then students

Action: BH&W team will collect student social emotional and behavior data in order to: -provide supports to classroom teachers for individual students -design and monitor action plans for students that need intensive behavior supports

Resources
- BHW Referrals
- Behavior data collection tool
- Student action plans
- Check In/Check Out Program
- SAEBRS and MySAEBERS screeners
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Decrease in student discipline referrals
- Increase in prosocial behaviors
- Increase in 1:1 staff interactions with students
- Increased feeling of safety (by students)

Action: Create student leadership opportunities: New Student Ambassadors for K-5th, Self Managers for 3rd, 4th, and 5th graders

Strategic Plan Goal Area 2: Progress on Standards

Strategic Plan Outcome: O1. All students demonstrate progress toward, and achievement, of the standards.
Strategic Plan Measure: % of students in grades 3-8 demonstrating proficiency on the state ELA test
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): By the end of the 2024-2025 school year, Vose students will increase their ELA achievement on OSAS by 5%, with a focus on increasing achievement of students with disabilities and English Language Learners.

Available Leading Indicators for this Measure:

OSAS ELA Test
STAR Early Literacy
STAR Reading
Progress Reporting Data

Strategic Plan Strategy #1: Implement strong multi-tiered systems of support for students' academic needs

TIER 1 - ALL Students

Action: Regular (every 3 weeks) Professional Learning Community (PLC) grade level meetings to review student progress, growth and next step for Tier I Core instruction in reading

Action:Regular (every 9 weeks) Multi-Tiered System of Supports (MTSS) Team grade level meetings with academic coaches & DL coordinator to review student progress, growth and next step for Tier I Core instruction, as well as Tier II intervention in reading

Action:Classroom teachers will have monthly Collaborative ELD Co-Teaching collaboration time with their ELD teacher to support achievement and growth of English Language Learners/Emerging Bilinguals

Resources:
- Collaborative Co-Teaching Document
- Scope & Sequence
- Instructional Plans
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Increased knowledge and use of strategies and practices for English Language Learners and Emerging Bilingual students
- Increased achievement for all students

Action: Core instruction in reading (Including foundational skills) and writing using a collaborative co-teaching model

Resources:
- HMH Curriculum
- CoCo Planning Time
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Increased achievement in reading and writing
- Intentional focus on student language development
- Students' language needs are addressed within the delivery of content instruction

Action: Universal Screeners across all grade levels PK-5 to measure student academic and social-emotional skills

Resources:
- STAR Reading and Math
- SAEBRS and MySAEBRS
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Identification of students who need additional support to meet their learning goals and/or would benefit from extensions if they are at or above proficiency
- Assessments drive data-based instructional decisions at both the classroom and school level

TIER 2

Action: 30 minute daily Acceleration Block built into the master schedule for each grade level in which students receive targeted supports from SPED, Intervention or ELD
Action: Implement Lexia and Ignite Reading high dosage tutoring in addition to school-based intervention programs for students at high risk

Action: 30 minute daily Acceleration Block built into the master schedule for each grade level in which students receive targeted supports from SPED, Intervention or ELD

Resources:
- Master Schedule
- Research-Based intervention materials
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Students have access to core instruction with fewer opportunities for being pulled out to access services in SPED, ELD or Intervention
- Students receive targeted literacy supports in addition to core instruction

Action: Implement Lexia and Ignite Reading high dosage tutoring in addition to school-based intervention programs for students at high risk

TIER 3

Action: Refine MTSS & pre-referral process for Special Education through regular meetings with Special Education, classroom teachers and Academic Coaches

Action: Refine MTSS & pre-referral process for Special Education through regular meetings with Special Education, classroom teachers and Academic Coaches

Strategic Plan Strategy #2: Ensure all classrooms are culturally responsive, relevant and inclusive

Action: Align & Implement Dual Language Guiding Principles, 4+ Domains and 3 Pillars of Dual Language in Dual Language Classrooms

Resources:
- Frequent Dual Language team meetings and professional development
- Classroom observations and feedback cycles
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Students develop high levels of proficiency in Spanish and English
- Students achieve grade-level academic success in both languages
- Students develop an understanding and appreciation of multiple cultures

Action: Diverse Classroom Libraries in each Classroom

Resources:
- Diverse books purchased by administrators
- Diverse book database aligning books with Heritage Months and Kindness in the Classroom traits
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Students feel increased sense of belonging when seeing themselves in the stories they read in the classroom

Action: Exploration and Implementation of 10 Practices for Culturally Relevant Instruction

Resources:
- Engaging Equity training for all staff
- 10 Culturally Relevant Instructional Practices Graphic and Website
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Teachers make explicit connections between the cultural knowledge, beliefs and practices that students bring from home and the content they use in their classrooms
- Academic performance and experiences of learners from culturally diverse groups, particularly those who have been historically marginalized, will improve

Action: Ongoing PD in Equity and Inclusive Practices

Resources:
- Engaging Equity Modules
- Tribal History/Shared History Professional Development and Resources
- Dual Language Guiding Principles
- Collaborative Co-teaching
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Grow and develop teacher/staff capacity in equitable and inclusive practices
- Build equity and success in academics for all students
- Develop an equity mindset in all staff

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