Leeds High School

School Strategy Map

Map Name: 2025-2026 Leeds High School Continuous Improvement Plan
Time Period: 6/1/2025 - 5/31/2026
Vision

Transform students by instilling 21st century skills and inspiring lifelong learning in every student.

Mission

Transform students by instilling 21st century skills and inspiring lifelong learning in every student.

Beliefs

We believe that:

All students can learn.

Diversity is strength.

Learning is a never-ending process.

Public education is the cornerstone of our democratic society.

Every student is important.

Public education is a total community effort.

All staff and students deserve a safe, positive, learning environment.

Data-Driven System
Implement a systematic process for collecting, analyzing, and using multiple sources of student data to inform instructional decisions, monitor progress, and improve student achievement.
Academic Achievement
Increase the number of students meeting grade-level expectations in reading and math by 10% and reduce Tier III interventions by 15% through strengthened core instruction, MTSS and goal setting.
School Culture & Climate
To enhance a positive and supportive school culture and climate that fosters student and staff well-being, strengthens behavioral supports, and engages all stakeholders in a shared vision of success.
Objectives
  • Develop/implement data-driven system that includes consistent collection, analysis, and application of student performance and instructional data.
Objectives
  • Ensure all students receive high-quality, standards-aligned instruction.
  • Promote academic success by aligning MTSS coordinator, interventionist, data specialist, Title I staff, and teams to deliver data driven support.
  • Strengthen academic interventions through a consistent Multi-Tiered System of Supports (MTSS).
Objectives
  • Create regular student voice opportunities through surveys, leadership teams, and feedback to inform school decisions and improve culture.
  • Embed SEL practices throughout the school environment to support emotional well-being, self-regulation, and positive relationships for all students.
  • Expand consistent PBIS strategies schoolwide to promote positive behavior, reduce disruptions, and create a safe, respectful learning environment
  • Increase stakeholder engagement through meaningful communication, collaboration, and involvement to support positive culture and student success.
  • Provide mentoring for new teachers and staff to support onboarding, build collaboration, and strengthen instructional effectiveness.
Critical Initiative
  • Create an integrated data collection system that includes assessments such as state tests, universal screening, diagnostics, progress monitoring to inform decisions about tiered support placement.
  • Form a leadership team to oversee data practices and guide staff in implementation.
  • Implement schoolwide data meetings each quarter to monitor trends and adjust interventions.
  • Regularly share progress data with students and families to build awareness and engagement.
  • Train staff on data protocols, interpretation, and instructional planning using FastBridge, state assessments, and local benchmarks.
Critical Initiative
  • Conduct universal screening three times per year (fall, winter, spring) using FastBridge for K–11 students.
  • Continue professional development for staff on MTSS processes and effective use of FastBridge data to support instructional decision-making.
  • Continue to enhance enrichment opportunities that offer students hands-on, authentic learning experiences aligned with their interests and academic strengths.
  • Create MTSS assessment calendar to include universal screening, progress monitoring, data review meetings, and HS enrichment rotations.
  • Develop MTSS Math interventions.
  • Develop practices to use classroom, benchmark, and progress monitoring data to inform daily instruction, adjust small group strategies, and differentiate lessons to meet student learning needs.
  • Expand the MTSS framework by establishing dedicated elementary and high school MTSS teams to ensure developmentally appropriate interventions and data review at each level.
  • Finalize intervention programs to use.
  • Implement monthly progress monitoring for all Tier II and Tier III students.
  • Incorporate academic goal setting and incentive programs for students in grades 3–11 to promote engagement, accountability, and increased effort in intervention and enrichment activities.
  • Launch peer observations allowing teachers to observe one another two times per year and reflect on effective instructional practices.
  • Professional Learning Communities (PLCs) meet monthly to review data, instructional strategies, and student outcomes.
  • Provide ongoing professional development on differentiated instruction and evidence-based practices.
  • Schedule MTSS team meetings monthly to review data and adjust student supports.
  • Strengthen MTSS by aligning efforts of the coordinator, interventionist, data specialist, Title I staff, and MTSS teams to ensure consistent data use and targeted student support.
Critical Initiative
  • Administer the FastBridge SEL screener (SAEBRS) twice yearly to identify students needing additional social-emotional support.
  • Create ways for families and community members to provide feedback (e.g., surveys, comment boxes, open forums) and share results transparently.
  • Develop a mentoring program where high school students regularly support and connect with elementary students through academic help, reading buddies, or SEL activities to foster positive relationships
  • Encourage teachers to incorporate student choice, goal-setting, and reflective practices to build ownership in learning and behavior.
  • Establish a group of parents, students, staff, and community members to provide input on school climate, policies, and improvement goals.
  • Expand elementary and high school student councils to provide input on school climate, events, and decision-making processes.
  • Host quarterly events (e.g., Family Night, Curriculum Showcase, Student-Led Conferences, math night, job fair, etc.) to build relationships and increase visibility into student learning.
  • Identify and implement a behavior data collection system to track trends and guide reteaching and intervention efforts, ensuring all students receive timely and appropriate behavioral supports.
  • Implement a sustainable SEL curriculum for K-12 students, with a focus on continued development and expansion of our SEL program.
  • Implement regular student surveys and focus groups to gather feedback on school culture, instruction, and SEL supports.
  • Launch and sustain consistent schoolwide PBIS practices focused on teaching, modeling, and reinforcing behavior expectations in all settings.
  • Offer structured opportunities for parents and community members to volunteer during school events, classroom activities, or mentoring programs.
  • PBIS team to lead implementation, monitor data, and adjust supports based on student needs.
  • Provide ongoing staff training and resources to ensure fidelity across classrooms and common areas.
  • Provide opportunities for students to lead conferences, present ideas, or participate in panels related to school improvement topics.
  • Publicly acknowledge how student feedback has influenced changes or improvements to increase visibility and value of student voice.
  • Recognize positive student behavior through a unified system of incentives, acknowledgments, and celebrations.
  • Send out regular newsletters, emails, or social media updates to keep families informed about school events, goals, and celebrations.
  • Strengthen collaboration with local businesses, service groups, and agencies to support student programs, mentoring, and real-world learning opportunities.
  • Teach students about behavior expectations and strategies focusing on prevention not punishment.
Key Measures
  • Budget
  • Staff Survey
  • stakeholder survey
  • Student surveys
Key Measures
  • NDSA and/or other assessment data.
  • Student Growth Outcomes
Key Measures
  • observations
  • SEL Data
  • Staff Survey
  • Student Engagement
  • Student Growth Outcomes
  • student referrals for counseling
  • Student surveys
The Strategy Map has been created in collaboration with The North Dakota Department of Public Instruction and Cognia™.

All schools in North Dakota participate in a Continuous Improvement process. Continuous Improvement means examining a school’s current reality including demographics, culture, technology, finances, and academic progress, among many other factors. In addition, Continuous Improvement means looking into the future and predicting what may change – what will be different a year from now, or 10 years from now.

 

During the 2018-2019 school year, all schools in North Dakota participated in this Continuous Improvement journey. School personnel participated in training and collaborated with diverse stakeholders such as community members, teachers, parents and students to map out what the school’s priorities are, what the school’s objectives are and what critical initiatives needed to be implemented to achieve those objectives. This planning process resulted in a Strategy Map – a 3 to 5-year plan for the school.

 

It is important to note that the Strategy Map is a snapshot in time. It is documentation of what the school’s priorities were the past school year. In this case the Strategy Map below was captured and submitted on May 1, 2019. It is equally important to note that the Strategy Map below may have changed since its submittal. This is because priorities may have changed quickly depending on numerous factors. Factors can include, but are not limited to, a natural disaster, a high staff turn-over rate, or an influx or decrease of students. To obtain a copy of this schools current and update Strategy Map, please contact the local school administrator.



Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: dpidashboard@nd.gov