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School Improvement Plan

SMARTIE Goal #1 (MATH)

Math SBA scores will increase by 15% from the prior year at all grade levels through bi-weekly progress tracking, targeted intervention, and equitable support for all students, ensuring accessible and inclusive learning opportunities for all by June 2026. All ML and SPED students will increase their proficiency level from the previous year’s SBA. 

SMARTIE Goal #2 (ELA)

ELA SBA scores will increase by 15% from the prior year at all grade levels through bi-weekly progress tracking, targeted intervention, and equitable support for all students, ensuring accessible and inclusive learning opportunities for all by June 2026. All ML and SPED students will increase their proficiency level from the previous year’s SBA. 

SMARTIE Goal #3 (Whole Child)

By June 2026, all students will be actively engaged in their educational experience, both academically and socially/behaviorally, as measured at least twice a month through classroom walkthroughs and random student interviews. Data will be analyzed monthly to determine what connects students to school, identify who their trusted adults are, and highlight factors that drive engagement, ensuring inclusive and equitable experiences for all students. We will see an increase of 20% (from 32%) in student engagement responses on the Panorama survey. We will continue our shared focus of no disparities in discipline data across all student groups. For the 24-25 school year, there were no student group outliers on discipline data.  
Aligned Signature Strategy(ies)
  • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects. (D and S),
  • Develop and implement with fidelity a culturally responsive, standards-aligned, guaranteed and viable curriculum, instruction, and assessment system in ALL core subjects in every school and every classroom. (D and S),
  • Implement culturally responsive, universally designed, anti-racist teaching practices that engage students in content and integrate their experience and voice. (D and S)
  • Welcome families through frequent communication in their home languages to share scholar success. Report academic progress systematically through grade book, progress reports, and report cards, regarding students' mastery of specific standards-based learning objectives in order to partner with families toward meeting scholar learning needs. (D and S),
  • Engage in effective two-way communication in multiple languages to eliminate barriers to opportunities (i.e. SLCs-Student Led Conferences, translated materials, interpretation at events and listening sessions). (S and D)
  • Engage Professional Learning Communities (PLCs) in a cycle of inquiry using multiple measures to inform and adjust instruction while disaggregating data through an equity lens (interim common assessments-district and building level). (S and D)
  • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects. (D and S)
  • Elevate scholar voice and ownership (e.g., Scholar Advisories) by integrating scholar knowledge, culture, experience, and feedback into school planning, instruction/ projects, assessment, and classroom norms.
  • Collaborate with families in authentic ways (e.g. Parent Advisories, Family Academies, Family Nights, translated materials, videos in multiple languages, home visits) across languages and cultures to integrate family funds of knowledge into school systems and help families understand available services, advocate for their scholar's needs, and support their scholar's learning. (S and D),
  • Ensure systems for social-emotional support (Culturally Responsive PBIS, Second Step, SEL integrated throughout, Character Strong, Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught, provided with frequent feedback to implement with fidelity. (S and D)
  • Provide staff with culturally competent and anti-racist professional development to ensure high expectations of each and every scholar to create a culture of anti-racism, inclusivity, equity, and accountability. (D),
  • Provide staff professional development to increase staff's capacity to engage in conversations about race, bias, and disproportionality to foster positive, culturally sustaining, productive classroom environments and relationships. (D and S)
  • Conduct family and scholar surveys/forums to elevate scholar voice to measure scholar engagement and empowerment through parent and scholar advisories, student focus groups, summits, and scholar insight sessions. (S and D),