FRAMINGHAM PUBLIC SCHOOLS STRATEGIC PLAN B.L.O.C.K.S., DUNNING, HEMENWAY, KING, POTTER ROAD and STAPLETON SCHOOL IMPROVEMENT PLANS 2021-2023 1
FPS Mission Through a comprehensive education, we aim to create and empower free thinking, responsible citizens who can participate equally in our rich and diverse community. FPS Vision We strive to: Support the whole child academically, socially, and behaviorally Create relationships between students, educators, families, and community Provide educators with meaningful and relevant support and development Implement technology and facilities that allow teaching and learning to occur in environments that are healthy, welcoming and safe FPS Core Values FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment Engaging antiracist and responsible civic advocates Respecting diversity of thoughts, learners, culture, and community Fostering learning and healthy growth of all students and staff Ensuring every school will be an active, participatory, equitable community 2
If we Our Theory Our Theory of Action of Action Create multiple pathways for learning and an inclusive environment of social-emotional wellness, and we Strengthen our global educators and engage our families and community in collaborative partnership, and we Ensure all students have equitable access to resources, Then we will Provide each student with personalized interventions and accelerations, and advance the achievement, success, and wellness of all students 3
DISCOVER THE WORLD OF EDUCATION FRAMINGHAM PUBLIC SCHOOLS STRATEGIC PATHWAYS OBJECTIVE TO SUCCESS #1 PROVIDE PATHWAYS STUDENT ACHIEVEMENT, SUCCESS, AND WELLNESS Create multiple pathways to student achievement, success, and wellness that address the diverse needs of Framingham students 4
PATHWAYS TO SUCCESS 1.1 1.2 1.3 1.4 1.5 Create culturally relevant, integrated, aligned PK-12 curriculum across all programs that is engaging and responsive to all students needs Strengthen instruction PK-12, identifying the district s instructional strengths and challenges, and identifying and implementing strategies for consistently delivering instruction that engages, challenges, and supports every student Expand the assessment of student learning PK-12 and the culture and practices necessary to support all educators in using data to plan and adjust teaching practices to improve student learning Ensure all educators provide each student with personalized academic interventions, accelerations, and supports so that all students receive the targeted instruction they need for academic growth and success Design personalized learning pathways grades 6-12 that increase student agency, engagement, and connections to learning, and that provide all students with equitable access to resources and supports 5
DISCOVER THE WORLD OF EDUCATION FRAMINGHAM PUBLIC SCHOOLS PATHWAYS TO SUCCESS STRATEGIC OBJECTIVE #2 NURTURE WELLNESS ENGAGED, VALUED & SAFE SCHOOL COMMUNITY Create an inclusive environment of social-emotional wellness that allows students, staff, and families to feel engaged, valued, and safe 6
INCLUSIVITY AND SUPPORT 2.1 2.2 2.3 2.4 2.5 Develop consistent district-wide systems, practices, and protocols that are equitable, anti-racist, based in data, and promote all students safety, self-management, and ownership of learning Provide each student with the supports, interventions, and resources they need for social-emotional wellness, building educator capacity and establishing a Multi-Tiered System of Support (MTSS) team at every school to monitor progress Design and implement, with students, families, and community partners, an evaluation of current district initiatives to improve student attendance, and develop a plan to strengthen support for students to stay in school Strengthen educators and out-of-time learning partners capacity to respond to students in culturally and trauma sensitive ways, including hybrid safety care de-escalation, providing ongoing training and coaching Engage families and the community in supporting students social-emotional health, sharing students experience and developing the community s capacity to support social-emotional goals and reinforce key skills and behaviors 7
DISCOVER THE WORLD OF EDUCATION FRAMINGHAM PUBLIC SCHOOLS PATHWAYS TO SUCCESS STRATEGIC OBJECTIVE #3 THINK GLOBALLY CELEBRATING STRENGTHEN DIVERSITY Create opportunities for student success by strengthening diverse, high-quality global educators who provide innovative learning environments 8
WINDOWS AND MIRRORS 3.1 3.2 3.3 3.4 Create a culture of belonging and partnership, providing opportunities to build engagement and empowerment for all staff, particularly diverse staff Strengthen educator development across the district, consistently implementing the evaluation system to ensure all teachers and administrators receive meaningful and equitable feedback, coaching, and support, and developing a leadership pipeline and mentoring program Develop, implement, and monitor the outcomes of an equity-focused professional development plan, created by a joint committee, that provides diverse offerings differentiated by content and program (courses, webinars, online training) Redesign district practices and recruit, support, and retain a linguistically, culturally, and ethnically diverse staff 9
DISCOVER THE WORLD OF EDUCATION FRAMINGHAM PUBLIC SCHOOLS PATHWAYS TO SUCCESS STRATEGIC OBJECTIVE #4 FORGE PARTNERSHIPS BUILDING A STRONG SCHOOL COMMUNITY Engage schools, families, and community in a systemic, collaborative partnership that results in students achieving productive lives 10
BUILDING RELATIONSHIPS 4.1 Develop a culturally responsive approach to family engagement in order to partner with families, meeting them where they are and expanding opportunities for families to engage both within and outside of school walls 4.2 Work with students, staff, families, and the community to develop and maintain a communication plan and protocols that strengthen access, provide a unified message, and that are culturally responsive, proactive, and transparent 4.3 Strengthen relationships between FPS, the city, community organizations, and higher education to build collaboration and trust and provide all stakeholders with opportunities to contribute 11
DISCOVER THE WORLD OF EDUCATION FRAMINGHAM PUBLIC SCHOOLS PATHWAYS TO SUCCESS STRATEGIC OBJECTIVE #5 ENSURE ACCESS EQUITY & ACCESSIBILITY Ensure equitable access to resources that foster academic and personal growth in the educational environment 12
EQUITABLE ACCESS 5.1 5.2 5.3 5.4 5.5 Improve student, family, and educator access to technology and its use, providing stakeholders with training and technical support in multiple languages Review and adjust the weighted student funding formula in order to remedy existing resource inequities for students and schools Develop a five-year capital improvement plan with the city to equitably address increased enrollment and the creation of a school on the South side of the city; upgrade and maintain indoor and outdoor learning spaces; and review safety and security through an antiracist lens Collaborate with the city on municipal expenditures for schools and align the FPS budget and allocation of resources with the district plan, ensuring equity and accessibility Implement a unified data system and dashboard that will support FPS in providing an equitable education to all students and in communicating progress with students, families, educators, and the community 13
B.L.O.C.K.S. Preschool Building Learning Opportunities for Children s Kindergarten Success School Mission Statement BLOCKS Preschool is diverse and welcoming where all children have access to a rich learning environment that meets their individual social-emotional, physical, language and educational development. School Vision Statement Students at BLOCKS Preschool will grow into confident, creative and considerate learners who develop the tools they need to be successful in life. School Improvement Plan Process The school improvement plan which follows was a collaborative effort by staff representative of the school. This plan directly supports the Framingham Public Schools Strategic Plan: 2021-2023. 14
B.L.O.C.K.S. Preschool B.L.O.C.K.S. Preschool School Improvement Plan 2021-2023 School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 1: Over the next three years, teachers will work collaboratively with the preschool curriculum team on the development and implementation of four additional integrated curriculum units with assessments that allow opportunities for student engagement, growth and achievement. In the school year 2020-2021 Curriculum team members will be identified reflecting programs within BLOCKS Preschool and will follow pre-established format and create timeline and develop additional units. Curriculum team will present units to staff for implementation. Teachers will be provided opportunities for ongoing collaboration and reflection to review and provide direct input/feedback of unit implementation. Develop assessments for high leverage standards with modifications for a range of developmental levels. Implement key lessons and assessments to provide analysis of children s performance and progress. Collaborate with Elementary Curriculum facilitators and ELD coaches to review units of study. Final units/assessments will be accessible to preschool staff on Canvas Curriculum Library. Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity & Support 2.1 Windows and Mirrors 3.1, 3.3 In progress/ ongoing 15
B.L.O.C.K.S. Preschool School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 2: Cultivate an inclusive school culture that addresses the social emotional wellness by strengthening relationships and incorporating structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. Identify individuals within FPS and our community to share their experiences, knowledge, cultural and racial justice perspectives that reflect our student population. Create a book study group for staff to deepen their understanding, knowledge and impact of our actions related to racial justice, culture, language and gender orientation (non-binary). The consistent teaching of identified Second Step units and lessons that support: school routines and expectations, identifying feelings, self-regulation and friendships. Continue use and expansion of school wide PBS structures and supports. Develop a school-wide process to resolve conflicts utilizing restorative practices that align to the district s code of conduct. Identify Restorative Practice Leaders within the school to participate on the SEL Leadership Team. Support social-emotional learning through family/community workshops on topics of SEL. Consistent positive communication with families Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity & Support 2.1, 2.2, 2.4, 2.5 Windows and Mirrors 3.3 Building Relationships 4.1, 4.2 In progress/ Ongoing 16
B.L.O.C.K.S. Preschool School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 3: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Provide overview of PTO and School Council virtual meeting dates, key responsibilities and opportunities for participation. Recruit parents to reflect the programs and student populations at BLOCKS. Create pathways to develop relationships with families so that all stakeholders are able to truly engage in school activities and decision making. Offer opportunities for families to connect with each other and staff to discuss topics related to children s education and development. Inclusivity & Support 2.1, 2.5 Building Relationships 4.1, 4.2, 4.3 In progress/ Ongoing 17
B.L.O.C.K.S. Preschool School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 4: Over the next three years, we will continue to work collaboratively with higher education, community partners, foundations, and other key stakeholders to begin the implementation and continued expansion of Universal Pre-K in Framingham. Work collaboratively with district leadership team identify and engage potential community partners, foundations, business leaders, higher education interested in supporting Universal Pre-Kindergarten (UPK) initiative in Framingham. Identify future space for UPK expansion within the community and FPS schools. Collaborate with Community Resource Development to implement consistent procedures and attendance expectations for financial support/scholarships for UPK Pilot UPK at community partner sites Inclusivity & Support 2.1, 2.3, 2.5 Building Relationships 4.3 Equitable Access 5.2, 5.3, 5.4 In progress/ ongoing 18
ELEMENTARY DEVELOPMENT PROCESS Through collaboration with School Councils, Instructional Leadership Teams, staff and administrative colleagues, King, Stapleton, Potter Road, Hemenway, and Dunning created four goals, and with feedback, refined those goals. Mutual action steps were identified and each school developed school-specific action steps that represent our shared commitment to student achievement, student growth and students social emotional well-being. 19
Charlotte A. Dunning Elementary School School Improvement Plan 2021-2023 School Mission Statement At Dunning School our mission is to provide a rigorous education within a nurturing environment, to ensure that all students learn to be respectful, independent thinkers and problem solvers. We believe that all students can achieve at high levels. School Vision Statement Our vision is to prepare our students to grow, interact, and communicate in a 21st century world, by creating and supporting a school environment that fosters our core values of respect, responsibility, and readiness to learn, while consistently maintaining high expectations and promoting academic excellence for all students. 20
Charlotte A. Dunning Elementary School School/Sustainable Improvement Goal(s) GOAL 1: Adopt and implement culturally responsive practices in order to ensure the learning and growth of all students including students of diverse socioeconomic, racial, ethnic, cultural, gender and language backgrounds. Action Steps Dunning Staff will develop a shared vision/definition for what culturally responsive teaching/classrooms should include. Cultivate and foster a culture of shared responsibility for the success of all students and where all teachers view all students from a strength based perspective. School administration and Instructional Leadership Team will complete the Diversity Responsive Principal Tool in order to determine culturally responsive policies and practices that are or are not in place. Establish an Anti-Racism/Social Justice Committee/Equity Affinity Group Review and monitor the following data regularly to identify areas of focus and insight into professional development needs; Discipline data according to race, ethnicity, gender, ELL status and disability as well as special education and intervention referrals. Provide staff with professional development to enhance culturally responsive instructional practices.(pedagogical and classroom management practices) Create a school library of teacher resources, materials, and a series of culturally responsive lessons for teachers to access and use with students. Build diverse classroom libraries based on the National SEED Project, Mirrors, Windows and Doors emphasizing the importance of students seeing themselves in books they read, while also viewing others experiences/perspectives. Engage families and parents in discussions/conversations with the goal to educate them regarding how the curriculum covers issues of race, culture and identity. Strategic Plan Alignment Pathways to Success 1.1,1.2,1.3 & 1.4 Inclusivity & Support 2.1, 2.3 Windows & Mirrors 3.1, 3.2, 3.3, 3.4 Building Relationships 4.1, 4.2 Timeline/ Status In progress/ Ongoing 21
Charlotte A. Dunning Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 2: Commit to academic excellence through the consistent implementation of universally-designed instructional practices that provide rigorous and engaging learning experiences for all students with multiple entry points. As a result, we will better meet the needs while narrowing the achievement gaps of English Language Learners/Emerging Bilinguals, students enrolled in the Portuguese Dual Language Program, economically disadvantaged students and students with special needs. All students, no matter their entry point, will grow at least one year, every year. Educators will participate in Data Chats that use student achievement and growth data and behavioral data to inform curriculum, instruction and assessment decision-making in the classroom and school-wide Instructional coaches and educators will continue to cultivate and participate in a student-centered coaching model. Educators will implement differentiated workshop models in the areas of literacy and math with the support of the instructional coaches. Educators and educator teams (ILT, grade-level, support staff) will consistently monitor student data to inform instruction (including iready, Imagine Learning, BAS, Running Records, conference/anecdotal notes, formative assessments) Incorporate and build upon Instructional Leadership Team goal for 2020-2021 school year: Developing Best Practices for Supporting English Language Learners with a focus on increasing student discourse by ensuring all Dunning students speak in complete sentences. Design and adjust curriculum and assessments utilizing Universal Design for Learning Principles. School-based leadership (Principals, Coaches and ILT) will identify curriculum areas and specific concepts where Dunning is underperforming based upon iready, Imagine Learning, MCAS, etc. Identify students in the bottom quartile and develop an intervention plan. Develop a Progress Monitoring Plan to track students. Establish a voluntary staff mentoring program for low performing or at risk students within the school. Pathways to Success 1.1,1.2,1.3 & 1.4 Inclusivity & Support 2.1, 2.2, 2.3 Building Relationships 4.1, 4.2 In progress/ Ongoing 22
Charlotte A. Dunning Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 3: Cultivate an inclusive school culture that addresses social-emotional wellness by strengthening relationships and incorporating trauma-informed, evidence-based structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. The consistent teaching of the learning and life competencies through Second Step Curriculum and Zones of Regulation. Continued use and expansion of Schoolwide PBIS structures and supports to incorporate student voice and leadership. Implementation of the Framingham Public School s Code of Conduct. Expand our school-based social emotional intervention support for students. Develop a data collection tool for gathering data before, during and after social emotional interventions. Use a school-wide common process to resolve conflict utilizing restorative practices. Identify Restorative Practice Leaders within the school to participate on the SEL Leadership Team. Support social-emotional learning through family/community workshops on topics of SEL. Build upon relationship-based home-visit model to increase school/family communication and engagement. Consistent positive communication with families (e.g. every teacher gives every student a Why You re Awesome form at least one time per year). Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity & Support 2.1, 2.2 Building Relationships 4.1, 4.2 In progress/ Ongoing 23
Charlotte A. Dunning Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 4: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Establish and promote a shared definition of Family Engagement and identify the challenges and expectations for it within the school community. Create pathways to develop relationships with families so that all stakeholders are able to truly engage in school activities and decision making. Build the capacity of staff and parents/guardians in technology knowledge and skills through in-school professional development, after school and evening workshops, self-paced webinars and teacher-parent partnerships. Build upon partnerships with families and community through parent coffees and community events in collaboration with PTO, School Council and outside community organizations. Create pathways to develop relationships with families so that all stakeholders are able to truly engage in school activities and decision making. Hosting events in different venues to accommodate all stakeholders (e.g. downtown, virtually, Framingham Public Library, etc.) providing translators/interpreters. Enlist parents from varied backgrounds that represent the diverse community at Dunning utilizing the multiple language abilities to facilitate other families entering the conversation. Inclusivity & Support 2.1, 2.4 Building Relationships 4.1, 4.2, 4.3 Equitable Access 5.1 In progress/ Ongoing 24
Hemenway Elementary School School Improvement Plan 2021-2023 School Mission Statement Hemenway Elementary School strives to provide high quality instruction and a warm, safe, inclusive learning environment where all students, families and staff are welcome and valued. Our Hemenway goal is to enable all students to develop the necessary skills and habits of mind to become critical thinkers, socially responsible decision makers, respectful, knowledgeable and creative citizens prepared for the middle school experience and life in the twenty-first century! 25
Hemenway Elementary School School Improvement Plan 2021-2023 School Vision Statement Hemenway School is committed to providing all students with high quality, rigorous and engaging standards based instruction across the curriculum. Hemenway staff engages in collaborative practice and have developed a shared responsibility for student learning across grade levels and specialties. We are committed to the belief that all students can learn with high levels of achievement and growth. Our commitment to a growth mindset extends not only to our students but to our staff, as adult learners. We will continue to focus on further developing a culture of thinking in our classrooms that includes teaching moves, routines and strategies that promote making student thinking visible. By creating this culture of thinking, we ensure that all students are engaged in meaningful learning across the curriculum. We are committed to supporting the whole child academically, social-emotionally and behaviorally. Students learn best when they are in a warm, inclusive learning environment where they feel safe and respected by peers and adults. We use Second Step Curriculum, Zones of Regulation and Responsive Classroom to support students' social-emotional skill development in grades kindergarten through grade 5. We are working to incorporate the Social Justice standards into our daily instruction across the curriculum and grade levels. Our goal is for all of our students to demonstrate academic and social-emotional growth, to foster socially responsible decision making, and to continue to build upon our positive school culture. We strive to create a learning environment where students learn through real-life experience: integrating and connecting math concepts into their daily lives, experiencing hands-on science, viewing themselves as lifelong readers and writers, and developing the necessary skills to succeed in college and the workforce as contributing global citizens! 26
HEMENWAY ELEMENTARY SCHOOL School/ Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 1: Adopt and implement culturally responsive practices in order to ensure the learning and growth of all students including students of diverse socioeconomic, racial, ethnic, cultural, gender and language backgrounds. School administration and Instructional Leadership Team (ILT) will complete the Diversity Responsive Principal Tool in order to determine culturally responsive policies and practices that are or are not in place. Continue growing our Hemenway Social Justice group established in Summer of 2020 and continues to meet monthly. Continue to provide staff with opportunities and materials to grow their understanding of anti-racism and social justice education including incorporating the Social Justice Standards across the curriculum and developing culturally responsive pedagogical and classroom strategies. Support staff, ILT, grade level teams, and administration will regularly review and monitor SWIS data, special education and intervention referrals through an equity lens to identify subgroup disparities. Use this data to provide professional development opportunities to address our findings. Pathways to Success 1.1 Inclusivity and Support 2.1, 2.3, 2.4 Windows and Mirrors 3.1, 3.3, 3.4 Building Relationships 4.1, 4.2 2020-2023 In Progress/ Ongoing 27
HEMENWAY ELEMENTARY SCHOOL School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 2: Commit to academic excellence through the consistent implementation of universally-designed instructional practices that provide rigorous and engaging learning experiences for all students with multiple entry points while narrowing the achievement gaps of English Language Learners/Emerging Bilinguals and students with special needs. As a result of the commitment to these instructional practices, all students, no matter their entry point, will grow at least one year, every year. Educators will participate in Data Chats, three times per year, that use student achievement, growth and behavioral data to inform curriculum, instruction and assessment decision-making in the classroom as well as school-wide. Instructional Coaches will continue to work with grade level teams during Team time to develop unit and lesson plans that incorporate UDL principles. Educators and educator teams [coaches, administration, ILT, grade-level teams, support staff] will consistently monitor student data to inform instruction including iready, Imagine Learning, BAS, Running Records, ESL Writing Interim,Curriculum Embedded Performance Assessments, conference/anecdotal notes, formative assessments. Review instructional and assessment practices and interventions used with English Learners to determine effectiveness and assure alignment with district practices. Provide ongoing Professional Development on UDL to all staff. Grade level teams will continue to develop a culture of thinking by incorporating thinking routines and academic conversations into lessons. Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity and Support 2.2 Windows and Mirrors 3.2 Equitable Access 5.1 2020-2023 In Progress/ Ongoing 28
HEMENWAY ELEMENTARY SCHOOL School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 3: Cultivate an inclusive school culture that addresses the social emotional wellness by strengthening relationships and incorporating trauma-sensitive, evidence-based structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. Consistent teaching of the learning and life competencies through Second Step Curriculum and Zones of Regulation. Explicitly teaching Academic Conversation skills to support students making their thinking visible. Continued use and expansion of schoolwide PBIS structures and supports to incorporate student voice and leadership. Implementation of the Framingham Public Schools Code of Conduct. Hemenway School Implementation Team has been established to support implementation of the FPS Code of Conduct. Continue to develop and teach lessons that incorporate the Character Trait of the Month and address the Social Justice Standards, using Academic Conversation strategies. The Social Justice group is working on developing these lesson plans and sharing with staff in the shared drive. Grade level teams will continue to evaluate and choose mentor texts that provide both windows and mirrors for all students. All classroom K-5 have a weekly mindfulness lesson to promote social-emotional wellness. Continue and expand the use of technology-based communication platforms to promote family engagement. Offering parent workshops that support the social-emotional needs of children. Pathways to Success 1.1, 1.2, 1.3 Inclusivity and Support 2.1, 2.2, 2.4, 2.5 Windows and Mirrors 3.1 Building Relationships 4.1, 4.2, 4.3 2020-2023 In Progress/ Ongoing 29
HEMENWAY ELEMENTARY SCHOOL School/Sustainable Improvement Goal(s) GOAL 4: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Action Steps Work with School Council, ILT and PTO to establish and promote a shared definition of Family Engagement and Inclusivity while identifying the challenges and expectations for family engagement within the school community School Council, ILT, PTO, and school staff will review the PTA National Family-School Partnership Standards and Implementation Guide to identify potential programs, practices or policies to encourage family/school partnerships and promote student success Continue to provide families with a live forum to address questions and concerns. This is done in three languages. Create pathways to develop relationships with families so that all stakeholders are able to truly engage in school activities and decision making To meet the needs of our growing multilingual population we will continue and expand live interpretation for school sponsored events, meetings and conferences Establish a family mentor program for incoming Hemenway families Build the capacity of parents/guardians in technology knowledge and skills through in-school professional development, after school and evening workshops, self-paced webinars and teacher-parent partnerships. Request that the district reinstate the Panorama Survey for 2021/2022 and 2022/2023 Strategic Plan Alignment Pathways to Success 1.1 Inclusivity and Support 2.3, 2.4, 2.5 Windows and Mirrors 4.1, 4.2, 4.3 Equitable Access 5.1, 5.4, 5.5 Timeline/Sta tus 2020-2023 In Progress/ Ongoing 30
KING ELEMENTARY SCHOOL King School Improvement Plan 2021-2023 School Mission Statement At King Elementary School, we are committed to providing a safe and respectful environment which nurtures the whole child. We work together in celebration of uniqueness and diversity to prepare our children to be global citizens and lifelong learners. School Vision Statement King Elementary School will be a welcoming, engaging and inclusive community of respectful, responsible lifelong learners. 31
KING ELEMENTARY SCHOOL School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 1: Adopt and implement culturally responsive practices in order to ensure the learning and growth of all students including students of diverse socioeconomic, racial, ethnic, cultural, gender and language backgrounds. Build staff and student cultural competence to better understand and appreciate different backgrounds, perspectives, strengths, and cultural values. Pathways to Success 1.1 Inclusivity & Support 2.1, 2.4 Windows and Mirrors 3.1, 3.2, 3.3, 3.4 In Progress/Ongoing GOAL 2: Commit to academic excellence through the consistent implementation of universally-designed instructional practices that provide rigorous and engaging learning experiences for all students with multiple entry points while narrowing the achievement gaps of English Language Learners/Emerging Bilinguals, economically disadvantaged students, and students with special needs. As a result of the commitment to these instructional practices, all students, no matter their entry point, will grow at least one year, every year. Access data and resources to assess diverse learning needs and to identify appropriate student goals which will inform instruction and methods for a diverse group of learners. Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity & Support 2.1, 2.2 Windows & Mirrors 3.1, 3.2, 3.3, 3.4 In Progress/Ongoing 32
KING ELEMENTARY SCHOOL School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 3: Cultivate an inclusive school culture that addresses the social emotional wellness by strengthening relationships and incorporating trauma-informed, evidence-based structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. Implementation of research-based interventions such as PBIS, Learning and Life Competencies, and the tenets of the Code of Conduct to promote social emotional well-being for students, staff, and families. Pathways to Success 1.1, 1.2, 1.3 Inclusivity and Support 2.1, 2.2, 2.3, 2.4, 2.5 Windows and Mirrors 3.1 Building Relationships 4.1, 4.2, 4.3 In Progress/Ongoing GOAL 4: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Collaborate with all stakeholders to define family engagement and create multiple pathways to forge positive relationships with families. Pathways to Success 1.1 Inclusivity and Support 2.2, 2.4, 2.5 Building Relationships 4.1, 4.2, 4.3 In Progress/Ongoing Equitable Access 5.1, 5.4, 5.5 33
Potter Road Elementary School School Improvement Plan 2020-2023 School Mission Statement Potter Road Elementary School s staff, families, and community empower learners to achieve excellence in the following: Academic performance and critical thinking Individual growth and accountability Independent and cooperative work Academic rigor and risk taking within a safe and nurturing environment Innovative thinking and proficiency in technology School Vision Statement Potter Road Elementary School, while eliciting diverse partnerships with the community, will provide equitable access to high quality, culturally responsive integrated learning opportunities, with an emphasis on staff and student collaboration, open-mindedness, courage, and creativity, so students are prepared to participate as caring, reflective, inquiring, and articulate citizens in a global society. 34
Potter Road Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 1: Adopt and implement culturally responsive practices in order to ensure the learning and growth of all students including students of diverse socioeconomic, racial, ethnic, cultural, gender and language backgrounds. Opportunities for staff to grow and learn in the area of culturally responsive practices Pathways to Success 1.1. Inclusivity & Support 2.1 Windows and Mirrors 3.1 & 3.3 2020-2023 In Progress/Ongoing 35
Potter Road Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 2: Commit to academic excellence through the consistent implementation of universally-designed instructional practices that provide rigorous and engaging learning experiences for all students so no matter their entry point, all students will grow at least one year every year. Consistent analysis and monitoring of data through data chats, professional learning communities, and student centered coaching cycles Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity & Support 2.2 Windows & Mirrors 3.2 Equitable Access 5.1 2020-2023 In Progress/Ongoing 36
Potter Road Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 3: Cultivate an inclusive school culture that addresses social-emotional wellness by strengthening relationships and incorporating trauma-informed, evidence-based structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. Consistent teaching of learning and life competencies through SEL (social emotional learning) throughout the day and continued professional development Pathways to Success 1.1, 1.2, 1.3 Inclusivity and Support 2.1, 2.2, 2.4, 2.5 Windows and Mirrors 3.1 Building Relationships 4.1, 4.2, 4.3 2020-2023 In Progress/ Ongoing 37
Potter Road Elementary School School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 4: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Intentionally committing to building relationships with all stakeholders by redefining family engagement and meeting families where they are Pathways to Success 1.1 Inclusivity and Support 2.3, 2.4, 2.5 Building Relationships 4.1, 4.2, 4.3 2020-2023 In Progress/ Ongoing Equitable Access 5.1, 5.4, 5.5 38
Mary E. Stapleton Elementary School Improvement Plan 2021-2023 School Mission Statement At Mary E. Stapleton we cultivate a joyful, culturally responsive, inclusive school culture with high expectations for all students, educators and families that builds upon the collective capacity of staff, encourages reflection and thoughtful discussion, celebrates successes and emphasizes effort. School Vision Statement Our vision is to empower all students to acquire, demonstrate, articulate and value knowledge and skills that will support them, as lifelong learners, to participate in and contribute to the global world and practice the core values of the school: be respectful, be responsible, and be ready. 39
Mary E. Stapleton Elementary School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/ Status GOAL 1: Adopt and implement culturally responsive practices in order to ensure the learning and growth of all students including students of diverse socioeconomic, racial, ethnic, cultural, gender and language backgrounds. Incorporate culturally responsive lens in all educator teams and instructional practices Pathways to Success 1.1 Inclusivity and Support 2.1, 2.3, 2.4 In progress Windows and Mirrors 3.1, 3.3, 3.4 Building Relationships 4.1, 4.2 GOAL 2: Commit to academic excellence through the consistent implementation of universally-designed instructional practices that provide rigorous and engaging learning experiences for all students with multiple entry points while narrowing the achievement gaps of English Language Learners/Emerging Bilinguals and students with special needs. As a result of the commitment to these instructional practices, all students, no matter their entry point, will grow at least one year, every year. Use current structures and resources including data chats, instructional coaches and leadership teams in the act-plan-do-check cycle to evaluate and modify all areas of instruction utilize new technology education coach Pathways to Success 1.1, 1.2, 1.3, 1.4 Inclusivity and Support 2.2 Windows and Mirrors 3.2 Equitable Access 5.1 In progress 40
Mary E. Stapleton Elementary School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 3: Cultivate an inclusive school culture that addresses the social emotional wellness by strengthening relationships and incorporating trauma-sensitive, evidence-based structures and supports that allow for all students, staff and families to feel engaged, safe, and valued. Consistent teaching and use of Learning and Life Competencies, PBIS, and Code of Conduct Continued growth and development of left and right-side supports (TLC Program and whole school) Pathways to Success 1.1 Inclusivity and Support 2.1, 2.2, 2.4, 2.5 Windows and Mirrors 3.1 Building Relationships 4.1, 4.2, 4.3 In Progress 41
Mary E. Stapleton Elementary School/Sustainable Improvement Goal(s) Action Steps Strategic Plan Alignment Timeline/Status GOAL 4: Strengthen school, family, and organizational partnerships and engagement for all members of the school community. Create an inclusive environment and provide families with consistent and equal access to communications, activities, and decision-making opportunities. Work with all constituents to define family engagement and create pathways for relationship building and connections with families through workshops, community events and mentorship programs Pathways to Success 1.1 Inclusivity and Support 2.3, 2.4, 2.5 Building Relationships 4.1, 4.2, 4.3 In Progress Equitable Access 5.1, 5.4, 5.5 *SchoolWorks will be visiting Stapleton in early June to conduct a two day site visit to identify intentional next steps for improvement. Feedback from this visit will be prioritized by district and school teams and incorporated into the 2021-2023 School Improvement Plan. 42