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School improvement plan Lincoln-Douglas Elementary

School improvement plan Lincoln-Douglas Elementary. June 2019. situation. New K-5 learning community with 539 students, their families, and their needs 18% IEP rate, 54% free/reduced lunch rate, and 20% ethnicity rate

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School improvement plan Lincoln-Douglas Elementary

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  1. School improvement planLincoln-Douglas Elementary June 2019

  2. situation • New K-5 learning community with 539 students, their families, and their needs • 18% IEP rate, 54% free/reduced lunch rate, and 20% ethnicity rate • New K-5 learning community with 56 certified staff, 34 support staff, their families, and their needs • We have built trust among our teams, we have moved further toward caring for one another • We understand we all come from different buildings, experiences, and expectations • We have grounded on where we are as educational leaders and teams • We have identified where we need to grow, created a plan of action, and steps to execute our plan

  3. mission • Lincoln-Douglas Elementary School is committed to creating a culture of excellence by: • Engaging students to achieve personal excellence; • Building professional knowledge and excellent teaching practices through collaboration; • Utilizing curriculum aligned to the state standards; • Establishing high expectations and improving student growth; • Developing active partnerships with parents and the community.

  4. strengths • MAP Data • K-5 Math Map Mean scores are higher than the norm • 4-5 Math Map Mean scores are higher than the district mean • 3-5 Reading Map Mean scores are higher than the norm and district level • Five Essentials Data • “Well-Organized” designation for improvement • Parental feedback rate of 79.3% • Most Implementation – Collaborative Practices, Socialization of New Teachers, and Student-Teacher Trust • Collaborative Professional Development • Grounded on formative assessment utilizing running records and Fountas & Pinnell Benchmarks • Aligned opportunities for Writing About Reading in Kindergarten through Fifth grade • Grounded on student engagement and planned for ways to increase higher order engagement opportunities • Shared the power of reading aloud daily to students and encouraged teachers to enjoy this opportunity with students

  5. Areas to improve • Create more student leadership opportunities • Use curriculum maps and pacing guides with fidelity • Use best practices while delivering instruction and providing social/emotional supports • Continue work to improve accountability in all settings • Academic • Social Emotional • Discipline • Each other

  6. Goals - ACADEMIC Academic Goals: • Strengthen formative assessment in all content areas in order to meet the needs of kids • Utilize running records bi-monthly/Fountas & Pinnell benchmark 3 times a year • Utilize Assessment Check-In’s and basic fact assessments in math • Strengthen the learning foundation in phonemic awareness, phonics, and word study • Implement strong core curriculum aligned to curriculum maps, using academic language with differentiation, and gradual release of responsibility to meet the needs of all students (Best Practices) • Utilize Leveled Literacy Intervention kits in classrooms for daily instruction • Use grade level PLC time to plan and implement core curriculum • Use grade level PLC to discuss how to meet the needs of all students

  7. GOALs – social emotionAL Social Emotional Goals: • Establish clear expectations, language, and accountability across the building • Establish classroom management strategies within the classroom to enhance learning for all • Build strong student to teacher relationships in the classroom • Create more student leadership opportunities across the school • Participate monthly in a book study focused on Emotional Poverty

  8. Student growth • 800 students met their goal/ 945 students were in sample set = 85% of students met their goal • 54 SLO goals were met/ 54 SLO goals were in sample set = 100% of teachers met their goal • Number of Student Referrals for the 17-18 School Year - NA • Number of Student Referrals for the 18-19 School Year - Classroom (1,087) + Office (782) = 1,869 Total • Classroom - 6 per day • Office - 4.3 per day • Overall Attendance for the 17-18 School Year - NA • Overall Attendance for the 18-19 School Year - 94.3%

  9. Hot rocks • Math Interventionist K-5 • Student Success Center • Supporting student choice behaviors by shifting adult practices • Focus on best practices within the learning environment • Follow curriculum maps and pacing guides • Continue leadership teams to plan for and progress monitor the needs of all students and teachers • Continue to build relational capacity within grade level teams and across vertical teams • Continue school wide assessment wall and quarterly academic intervention team meetings to meet the needs of all students • Enjoy working with each other • Enjoy working with children

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