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School Improvement Plan

SMARTIE Goal #1 (MATH)

Increase the percentage of scholars scoring proficient or advanced on the state math assessment from 16% to 31%, Black scholars from 2.9% to 27.9%, ML scholars from 4.4% to 29.4%, and scholars with IEPS from 1.6 % to 26.6% by the end of the 2025-2026 academic year.

SMARTIE Goal #2 (ELA)

Increase the percentage of scholars scoring proficient or advanced on the state reading assessment from 29% to 45%, Black Scholars from 32% to 57%, ML scholars from 6.3% to 31.3%, and scholars with IEPS from to 1.6 % to 26.6% by the end of the 2025-2026 academic year.

Aligned Signature Strategy(ies) for Mastery of Content

 

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.​
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.​
Implement culturally responsive, universally designed, anti-racist teaching practices that engage students in content and integrate  their experience and voice.​
Implement Co-teaching/inclusion models that provide full and meaningful access to high quality, inclusive, and culturally responsive core instruction within their general education classroom including scholars with special needs, multilingual scholars, and advanced learning.​
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).

SMARTIE Goal #3 (Whole Child)

Panorama: 

Increase the percentage of scholars responding favorably for school safety on Panorama from 37% to 47%, Black scholars from 37% to 52%, ML scholars from 36% to 51%, and scholars with IEPS from 29% to 44%, by the end of the 2025-2026 academic year. 

Increase the percentage of scholars responding favorably for sense of belonging from 39% to 49%, Black scholars from 40% to 55%, ML scholars from 39% to 54%, and scholars with IEPs from 39% to 46%, by the end of the 2025-2026 academic year. 

Discipline: 

Increase the percentage of all scholars without exclusionary discipline from 84% to 90%, Black scholars from 69% to 79%, ML scholars from 82% to 92% and scholars with IEPs from 79% to 89% by the end of 2025-2026 academic year.  

Decrease the percentage of scholars with disproportional discipline data for Black scholars from 50% to 25% (major referrals) and minor referrals from 80% to 50%, and scholars with IEPs from 46% to 23% (major referrals) and minor referrals from 63% to 53%.  

Attendance:  

Increase the number of scholars who attend from 85% to 90%, Black scholars from 82% to 90%, ML scholars from 86% to 90% and scholars with IEPs from 81% to 90% by the end of 2025-2026 academic year. 

Decrease the percentage of scholars with tier three attendance for Black scholars from 32% to 22%, multi-race from 34% to 24%, PI from 33% to 23%, ML scholars from 23% to 13% and scholars with IEPs from 37%% to 27%. 

Aligned Signature Strategy(ies) for Whole Child
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.
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.
District, school, and classrooms levels actively analyze and plan with data, disaggregated by race and programming, pertaining to scholar engagement, attendance, and achievement.