School Improvement Plan

Action:
-Run monthly reports for all teachers by class so teachers can observe patterns and encourage students as a preventative measure

-BH&W Team will evaluate monthly reports to determine Tier 2 or Tier 3 intervention needs. As needed, the team will correlate to Saebrs/mySaebrs data.

-Compare last year’s non-regular attenders to this year’s non-regular attenders. Look for barriers and solutions.

• Resources:
  • Chronic Absenteeism report
  • EduClimber Data/Trends
  • Early Warning Reports
  • BH&W team
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Monthly attendance reports
  • ODE Regular Attenders Data - end of 2025-2026

• Action:
  -Use “10 Practices for Culturally Relevant Instruction” to build relationships and foster a sense of belonging
  -Soft start/Community circles
  -Incentive plans for Tier 2/Tier 3 if needed/What motivates you?
  -Positive attendance news
  -Use attendance data trends to calendar fun school events (Fridays, for example) -Random opportunities to surprise and delight attendance improvements, like the attendance fairy or dance parties
• Resources:
  • Tiger TV
  • Culture Committee
  • Instagram celebrations
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Saebrs/mySaebrs data

• Action: 

-Power of positive attendance/Effects of absenteeism
-”Too Sick for School” policies
-General health/wellness messages (sleep hygiene/screen time)
-Calendar already built for vacations/outings
-Chronic issues or barriers? Foster positive relationships. Seek to solve problems and adjust approaches based on needs.

• Resources:
  • In-person events
  • Tiger Stripes newsletter
  • Car line to foster positive relationships with students AND families
  • School staff
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Newsletter clicks
  • Family partnerships for Tier 2 and 3 interventions

• Action:

  Targeted staff development and professional reading on quality math instruction and differentiation

  Reflection and articulation of mathematical Habits of Mind at each grade level

  Continued use of WipeBooks as a Tier 1 instructional tool to promote discourse.

• Resources:
  Administration
  Instructional coach
  District TOSA Kerry Forsell
  Continued book study: Mathematics Tasks for the Thinking Classroom
  Habits of Mind in Mathematics
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Observation notes
  • Formative and summative walk-throughs (observe a normal day in math to gather information about how to support teaching and learning in math) - organization/lesson components - climate of risk-taking & support - structures/routines - rigor/mathematical thinking - engagement/discourse/language

• Action:
  -Mathematics Vocabulary (i.e. number bond, sum, difference, product, quotient)
  -Common strategies for when you ‘get stuck’
  -Strategies for building a classroom culture around risk-taking in math (common language)
• Resources:
  • Sociomathematical Norms
  • Graham Fletcher’s progressions and vocabulary
  • Achieve the Core - Priority Standards for each grade level
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Completed vertical articulation documents/anchor charts adults and students will build together and consistently use
  • Anchor charts up for each unit (includes strategies discussed and presented throughout the unit)

• Action:
  Work in grade level and vertical teams to make sense of priority standards and what vocabulary needs to be introduced
• Resources:
  • OSAS Vocabulary
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Observation notes that include teacher and student use of math vocabulary during lesson

• Action: 
  All students can articulate the learning target and success criteria. More specifically, all students will be able to articulate the learning target and success criteria of their math lessons
• Resources:
  • Ongoing PD - Learning intentions and success criteria
  • Collaboration time
  • The Teacher Clarity Playbook
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Students will be able to answer the following questions during walk-throughs:
  • “What are you learning today?”
  • “How do you know you’re successful/doing a good job?”
  • “Why is what you’re doing important?” or “Why do you think _____ wants you to do/learn this?”