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School Improvement Plan

Goal 2: Whole Child, Thriving, Confident, Responsible Individuals

Focus Area: No Exclusionary Discipline

Spring 2022: 82% of Sequoyah scholars have received no exclusionary discipline

Goal for the 2022-23 School Year: All groups are above 91% 

Focus Area: Regular Attendance

Spring 2022: 38% of Sequoyah scholars attended school regularly.

Goal for the 2022-23 School Year: All groups are above 90% in regular attendance. 

Signature Strategies:

  • 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.

  • Implement Culturally Responsive PBIS with an emphasis on eliminating racial and programmatic disproportionality through positive reinforcement and alternatives to exclusionary discipline.

  • District, school, and classrooms levels actively analyze and plan with data, disaggregated by race and programming, pertaining to scholar engagement, attendance, and achievement., Engage Professional Learning Communities (PLC's) 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).

Goal 4: Content-Area Competence, Mastery of All Subjects

Focus Area: ELA SBA

Spring 2022: 34% 

Goal for the 2022-23 School Year: 58%

Focus Area: Math SBA

Spring 2022: 15% 

Goal for the 2022-23 School Year: 47%

Signature Strategies:  

  • 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.

  • Co-construct classroom norms with teachers and scholars that elevates scholar voice and encourages risk-taking, collaboration, respect for divergent thinking and scholars' cultures; teachers support scholars in holding each other accountable for learning.

  • Design a sustainable, job-embedded, professional learning plan that supports teachers in analyzing student data, developing pedagogical content knowledge, and implementing those instructional practices within the proficient and distinguished range of the 5D CEL framework to support all learners in mastering core subjects.