2023-2024 School Innovation and Improvement Plan
Outcome goals for this academic school year
LaRonda Peterson, Principal
English Language Arts
By Spring 2024, 70% of second grade students will meet grade level expectation in phonics, as measured by CORE Phonics Assessment.
- Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block.
- Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports.
- Expand use of skills-based grouping to ensure students demonstrate mastery of foundational skills.
By Spring 2024, at least 50% of students in grades 1, 2 & 3 will meet grade level expectation, according to the Algebra & Algebraic Thinking domain of iReady.
- Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
- Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
- Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
- Access to Rigor: Foster opportunities for student voice, agency, and inquiry-based learning.
By the spring, we will reduce our school’s chronic absenteeism rate to below 15% as evidenced by our school’s chronic absenteeism data.
- Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.
- Understand root causes of student absenteeism. Strengthen programmatic responses to attendance barriers.
- Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.