Bottineau Junior-Senior High School

School Strategy Map

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

Bottineau Public School will strive to be a school of excellence by providing a safe environment and current practices and technologies to promote comprehensive student learning and success.

Mission

We will accomplish our vision by: offering a well-rounded and challenging curriculum, encouraging participation in a variety of extracurricular activities, and offering quality professional development for staff that enhances instructional delivery and other support services.

Beliefs

Given the proper resources and support, all students can make gains socially, emotionally and academically, to become productive citizens.

Exemplary Instruction
Deepen the implementation of high-impact instructional strategies and disciplinary literacy to ensure students are actively reading, writing, discussing, and thinking critically in all content areas
Individualized Learning
Focusing on Data-Driven Instruction: We will strengthen the use of assessment data to inform instruction, guide interventions, and drive student achievement
Staff Engagement
Provide strong instructional leadership and clear communication of expectations to support high-quality teaching and learning.
Objectives
  • Continuing to build fidelity and consistency in disciplinary literacy practices.
  • Offering structured guidance through an instructional roadmap (including curriculum maps, power standards, and unit plans).
  • Providing frequent reminders and supports around research-based strategies and tools.
Objectives
  • Analyzing student data regularly within PLCs
  • Maintaining a focus on student work and progress during collaborative team meetings
  • Monitoring and addressing the remaining 10–15% growth needed on STAR scores across grade levels.
Objectives
  • Continued implementation of and participation in PLCs.
  • Ensuring teachers receive consistent and timely communication about expectations and tools.
  • Using the Instructional Snapshot with the Leadership Team to guide feedback and professional growth.
Critical Initiative
  • Create and distribute grade-level or department-specific instructional roadmaps that outline key instructional expectations, pacing, and aligned resources.
  • Establish cross-content collaborative planning sessions where teachers can share and reflect on disciplinary literacy strategies being used in their content areas.
  • Facilitate mini professional development sessions focused on the instructional roadmap and aligning unit plans to core literacy strategies.
  • Implement regular classroom walkthroughs and feedback cycles focused specifically on disciplinary literacy strategies to monitor usage and support growth.
  • Integrate strategy highlights into weekly staff communications or PLC agendas, ensuring consistent visibility and relevance of key practices.
  • Maintain a shared digital toolkit (e.g., in Google Drive) with curated literacy strategies, model lessons, and exemplars accessible to all staff.
Critical Initiative
  • Analysis of student performance and progress takes precedence.
  • Analyzing and comparing trends with NDSA data.
  • Analyzing STAR data.
  • Follow meeting guidelines and agendas.
  • Pinpoint the demographic of students who are furthest behind grade-level expected norms and/or those considered most at risk.
  • "Use of further assessments to ""drill down"" and pinpoint specific gaps in learning or areas of need. "
Critical Initiative
  • Assign instructional leaders or facilitators to each PLC to support effective meetings, track progress, and ensure alignment with school goals.
  • Designate time during staff meetings for clear communication of expectations, aligned to the instructional roadmap and supported by real-time examples.
  • Establish a monthly instructional update (via email or shared document) summarizing focus strategies, deadlines, tools, and upcoming PD opportunities.
  • Refine PLC agendas and protocols to maintain a strong focus on student data, instructional strategies, and collaborative planning.
  • Schedule recurring Leadership Team calibration sessions to ensure consistent understanding and use of the Instructional Snapshot during walkthroughs and coaching.
  • Use Snapshot data to identify trends and inform targeted PD by aggregating observation feedback to address common instructional needs across grade levels or departments.
Key Measures
  • % of lessons observed using disciplinary literacy
  • % teachers using alignment rubrics for planning
  • % teachers using given rubics and planning tools
  • adherence to pacing guides
  • feedback cycle: plan v. observation
  • Frequency of strategy-focused PD/emails/reminders
  • inter-class consistency in walk-throughs
  • Peer collaboration and new ideas shared
  • Teacher feedback on surveys re: resource access
  • Teacher self-assessment or walkthrough tool rating
  • Teacher surveys on usefulness of feedback
  • Use of common frameworks/tools across departments.
  • Use of high-impact strategies observed
Key Measures
  • % of students flagged and receiving support
  • % of students placed using STAR data
  • Admin checks for agenda alignment
  • evidence of STAR data use noted in PLC minutes
  • evidenced by PLC agenda/minutes document
  • Instruction shifts tied to data trends
  • Intervention plans are varied/individualized.
  • NDSA trends shared in PLC meetings
  • Plans adjusted based on NDSA trends
  • Plans reviewed/updated at semester break.
  • PLC notes include student data use
  • Proper interventions evidenced by skill growth.
Key Measures
  • Aligned feedback from leadership
  • Consistent classroom observation cycles
  • Growth in observed instructional skills
  • Key strategies observed across classrooms
  • leadership viewed as shared among teachers/depts.
  • observed daily practices tie to school goals
  • PD reflects current teacher needs
  • PLCs document purpose and follow-through
  • PLCs report back on progress and accomplishments
  • staff survey: are expectations clear
  • staff survey-report increased collaboration
  • teachers self-rate: confident in planning process
Student Engagement
We will prioritize Increasing student engagement, motivation and ownership of learning.
Objectives
  • Creating a school culture that celebrates effort, progress, and achievement.
  • Exploring and implementing school-wide strategies to boost student engagement and motivation.
  • Transparently sharing STAR and NDSA data and growth goals with students
Critical Initiative
  • Conduct student data conferences or goal-setting sessions where students review their NDSA and STAR data with a teacher or advisor to set personal goals.
  • Develop a visible progress recognition system (e.g., bulletin boards, announcements, digital leaderboards) that highlights class or individual achievements.
  • Integrate growth mindset and academic motivation lessons into advisory or homeroom periods to reinforce the value of persistence and progress.
  • Launch a student recognition program that celebrates junior high academic effort, growth, and engagement. (Similar to HS ACE Awards).
  • Plan and host an annual academic pep rally that highlights assessment goals, celebrates past progress, and energizes students for upcoming testing periods.
Key Measures
  • 7-12 survey: are academic efforts seen/valued?
  • 7-12 survey: Does peer recognition motivate?
  • 7-12 survey: does positive feedback impact effort?
  • 7-12 survey: self-confidence in learning process
  • focus shift to long-term goals
  • Individual academic goals are set
  • Observe for student engagement during assessments
  • school-wide progress on display in school facility
  • Student effort is publicly recognized
  • Students track progress toward goals
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