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 regularly attending school.
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): By the end of the 2024-2025 academic school year, the percentage of regular attenders will improve from 65.7% to 75% as reported on the ODE report card.
Strategic Plan Strategy: Implement multi-tiered systems of support. Create school-wide structures that intentionally build safe and inclusive learning environments.

Action: Classroom Community Focus

Create a safe and inclusive school community through daily community circles and SEL instruction in the classroom delivered by teachers, counseling lessons, and student success coach.
- Resources:
  - Kindness in the classroom curriculum website and BSD KIC resources.
  - mySAEBRSdata
  - SAEBRS data
- Measures:
  - Increase in percent of students reporting students treat all students nicely and with respect.
  - Increase in percent of students reporting they belong and they matter.
  - Reduction in student behavior referrals.
  - Classroom observations of community circles.
  - Student success coach intervention cycle data.

Action: Behavior Health & Wellness Focus

BH&W 12-step attendance protocol: includes meeting 2x/month to track attendance, address needs, provide school and community based support and interventions based on identified individual student and/or family needs.
- Resources:
  - 12-step attendance protocol
  - Community outreach by school SW based on identified needs.
  - BHW referrals
  - Early warning attendance reports
- Measures:
  - Bimonthly attendance tracking through BH&W team
  - Teacher outreach for students not meeting the 90% attendance threshold.
  - Wrap around supports for families and students based on identified needs from attendance support outreach.
  - Increase in regular attenders.
Community outreach to inform families about the BSD attendance initiative and the importance/benefits of regular school attendance
- Resources:
  - Kinnaman Community Newsletter
  - Parent Square direct messaging
  - NWRESD attendance partnership messaging
- Measures:
  - Partnership with NWRESD for attendance supports- improves regular attendance outcomes.
  - Improved attendance as shown in Synergy reporting.
  - Increased school and family connections.
Acknowledgements for regular attendance/improved attendance: school wide recognition, direct school to family recognition.
- Resources:
  - Golden Awards assemblies
  - Bimonthly BH&W attendance tracking meetings
  - Adherence to 12-step attendance protocol
- Measures:
  - Improved student self-perceptions.
  - Schoolwide collective efficacy.
  - Timely connections with families to establish trust and build relationships.
  - Adherence to multi-tiered systems of support to improve academic outcomes.

Action: School Community Focus

Student ambassadors from grades 4-5 to act as junior coaches that improve recess functionality and student engagement with peers through structured games and coaching.
- Resources:
  - Playworks
- Measures:
  - Students are able to engage in safe, respectful, and responsible behavior on the playground
  - Students will utilize games and equipment responsibly
  - Students will adhere to Playworks rules and follow directions provided by recess coaches

Strategic Plan Goal Area 2: Foundations of Success

Strategic Plan Outcome: O1. Each student demonstrates proficiency on language and learning targets by the end of third grade.
Strategic Plan Measure: % of 3rd graders demonstrating proficiency on the state Language Arts assessment.
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): By the end of the 2024-2025 school year, Kinnaman students will increase ELA achievement on OSAS by 10%.
Strategic Plan Strategy: Rich learning environments with several key visual supports and access to multimodal materials. Assessments aligned to standards with multiple approaches to documenting learning and development and empowering students to self-assess and self-report progress.

Action: ELA Performance Tasks

Systematic Instruction (all educators follow the HMH scope & sequence)
- Resources:
  - HMH Scope and Sequence
- Measures:
  - Aligned instructional practices across grade levels in foundational literacy skills.
  - Teacher belief that all students can learn to read.
  - All students will have equal exposure to grade level content.
Explicit Instruction (all educators use HMH lesson plans)
- Resources:
  - Teacher's Manual, Modules 1-12
  - Structured Literacy Manuals (K-2), Modules 1-12
  - MyBooks
  - TeacherPal
  - Lexia
- Measures:
  - All teachers will know how to address foundational reading skill needs in their classroom.
  - All teachers will have improved core instruction.
  - Teacher knowledge of new curriculum adoption will increase.
  - By creating K-5 aligned continuum students self-efficacy will increase.
Intensive Instruction (Grades K-2 intensive instruction is 30min 5x/wk; Grades 3-5 15-30min 2x/wk)
- Resources:
  - HMH Structured Literacy and Foundational Literacy
  - Sound cards
  - Alphabet cards
  - Vocab cards
- Measures:
  - Students will be able to read at grade level.
  - There will be a reduction in the need for pullout interventions.
  - Decrease in number of students receiving Tier 2 interventions.
  - Classroom teachers will take ownership of student progress and assessment.

Action: Data Teams

Action: Classroom Teachers

All educators use & post HMH classroom management, engagement and instructional routine posters.
- Resources:
  - Quiet Cue, Silent Signals, Give Me 5, Ask 3, Partner Up, Echo Reading, Choral Reading, Thumbs up/down, Partner Pick and Point, Write and Reveal, The Big 5 Pillars.
- Measures:
  - Reduction in behavior support calls.
  - Clear expectations building wide.
  - Increased accountability.
  - Increase in student agency.
  - Students can successfully access content.
Focus on high leverage teaching practices by providing feedback on specific instructional look-fors. All students can articulate the learning target and success criteria. All students engage with scaffolded learning tasks aligned to grade level/course standards (using adopted/district selected curriculum). All students engage in robust academic discourse. All students use feedback to understand where they are and where they're going. All students demonstrate respect for each other, embrace academic risk and support each other's growth.
School wide agreed upon focus: All students engage with scaffolded learning tasks aligned to grade level/course standards (using adopted/district selected curriculum).
- Resources:
  - Utilization of 5D+ rubric
  - Classroom observations
  - Engagement with students to check for understanding
  - Teachers commit to and share with admin and academic coaches their 30-minute block for structured literacy/foundational literacy lessons.
- Measures:
  - Teachers will be in alignment with 5D
  - Students will understand the premise of structured literacy and strong literacy skills
  - Teachers self-efficacy improves
  - Students will have consistent access to high quality teaching and instructional materials which supports the purpose for the new curriculum adoption.

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