Victor Solheim Elementary School

School Strategy Map

Map Name: 2024-2025 Solheim Elementary School Continuous Improvement Plan
Time Period: 6/1/2024 - 5/31/2025
Vision

Together, our strong relationships build inclusive, collaborative, and innovate environments that create agency and inspire a passion for learning, excellence, and discovery.

Mission

Empower every learner to thrive.

Beliefs

In Bismarck Public Schools we have a belief system that centers on four values: 

Inclusion

Excellence 

Innovation

Leadership

Learning Excellence
We will achieve high levels of mastery for all students through clear learning goals in which students actively assess their own learning and plan for how they will increase their competence.
Operational Excellence
"We will acknowledge and examine our personal beliefs and practices to evolve systems and partnerships and grow collective and individual expertise. "
Personal Excellence
"We will develop and support learner agency that goes beyond academics to improvement of self and cultivating a deep appreciation of diversity in humans and how we can positively impact others. "
Objectives
  • Collaborative teams regularly interact to address curriculum/instruction and achievement of students
  • Ensure all students experience core instruction common across grade and aligned with state standards
  • Ensure appropriate interventions and enrichment opportunities are in place to support students
  • Establish clear, measurable goals focused on critical needs regarding improving student achievement
  • Foster skills and dispositions that support stakeholder engagement in personalized learning
  • Increase competence of all staff in implementing effective teaching strategies in all tiers
Objectives
  • Develop an evaluation growth model - based on strengths and weaknesses and correlates with data
  • Engage all certified staff in data analysis that leads to individual goals for professional growth
  • Engage staff, students, parents in decision-making and have formal ways for them to provide input
  • Manage fiscal, operational, technological resources in a way that supports teaching and initiatives
Objectives
  • All staff engage in professional development related to meeting the SEL needs of all students
  • Ensure as a school we cultivate and integrate diversity in all learning environments
  • Establish and monitor a continuum of evidence-based interventions at all MTSS levels
Critical Initiative
  • Continue establishment and training of Student Assistance Team (SAT) processes to address concerns when interventions are not meeting intended outcomes
  • Continue training and engagement in PLC Learning Cycle so that all essential questions of a high functioning PLCs are represented in the grade level work
  • Engage staff and stakeholders in conversation about expanding the learning environments to create more personalized learning options (blended learning, flexible time, multiple learning pathways, etc.)
  • Establish an observation schedule
  • Formal schoolwide data reviews will occur regularly to review progress and receive staff input on school improvement plan
  • Grade level teams review and self-assess their PLC team on the PLC Collaboration Scale at least one time per year
  • Hold regular data review (every 6-8 weeks) to monitor progress of individual student learning goals, resulting in individualized plans (ILP/IEP)
  • Implement a PLC audit process and ensure it is used regularly to give teams feedback
  • Implement Tier II/III academic interventions with fidelity. Train staff in intervention design, implementation, progress monitoring and fidelity
  • Maintain collaborative platforms (google) for organization of agendas and artifacts (maps, unit plans, proficiency scales, assessments, etc.)
  • Refine and clarify a clear instructional vision/framework to guide teachers in effective teaching strategies
  • Update core curriculum guides (maps, pacing guides) to maintain consistent high quality instruction across grade level
  • Use classroom observation tool to collect data and engage staff in analyzing data to understand predominant practices
Critical Initiative
  • Create tools and processes to gather staff, students and parents feedback and/or input ongoing (e.g. surveys, interviews, anonymous reporting, face-to-face interviews, etc.)
  • Engage certified staff in analysis of individual student growth data and in self-audit on instructional practice to promote professional growth
  • Engage teachers in the evaluation model by increasing feedback and aligning feedback and evidence to specific criteria in the teacher evaluation rubrics
  • Identify leadership opportunities for staff and students to provide input and have formal roles in decision-making (Leadership Team, Core Council A and B, Student Advisory Council, etc.)
  • Report evidence to stakeholders that expenditures in the budget are aligned with key initiatives
  • Sustain a master schedule prioritized to meet the needs of students, including appropriate time allotted for student intervention and enrichment.
Critical Initiative
  • Annual training for all staff in SEL (mental wellness, emotional intelligence, Safe & Civil Schools, Social Thinking, Trauma-sensitive schools, executive functioning, developmental milestones, etc.)
  • Create a schoolwide Calendar of Events that highlights SEL and inclusion activities (cultural/disability awareness, fundraisers, community service, etc.)
  • Update and monitor the continuum of evidence-based interventions at all MTSS levels - review ongoing with staff
Key Measures
  • Artifacts from MTSS-A Continuum
  • Grade Level Curriculum Guides/Maps
  • Individual Learning Plans/Progress Monitor Graphs
  • Meeting Agenda and/or Minutes
  • Observation Calendar
  • PLC Agendas/Minutes
  • PLC Audit Documentation
  • PLC Collaboration Scale Scores
  • School Climate Survey (HRS Level 1 Survey)
  • Solheim Instructional Vision Documents
  • Solheim Observation Data
  • Solheim Observation Form (Aligned with Vision)
  • Student Achievement Data
  • Student Assistance Team Meeting Calendar
  • Student Assistance Team Meeting Notes
  • Training Slides
  • Unit Plans
Key Measures
  • Master Schedule
  • Meeting Agenda and/or Minutes
  • Professional Goal Review Form
  • Professional Learning Log
  • School Budget Review Documents
  • School Climate Survey (HRS Level 1 Survey)
  • Solheim Observation Data
  • Written Professional Goals
Key Measures
  • Annual BOQ/ISF Survey Scores
  • Calendar of Events
  • ND Student Engagement Survey
  • School Behavior Data
  • SEL Standards Data
Environmental Excellence
We will ensure a learning community that feels safe through strong relationships with one another and through the advancement of empathy and co-regulation skills
Objectives
  • Create experiences for all learners that instill joy and recognize school and individual successes.
  • Develop and train all stakeholders on safety processes and procedures.
  • Ensure all classrooms have programming and expectations in place to create positive school climate
Critical Initiative
  • Clarify staff expectations of positive acknowledgement system and utilize a system for tracking positive interaction
  • Create a School Climate Committee to highlight and recognize successes of the school and of individuals within the school (monthly assemblies, student/staff awards, etc)
  • Update and review Emergency Response Plan and conduct monthly practice drills.
  • Update MTSS-B Fidelity Check to monitor classroom programming and teaching of expectations minimally one time per year
Key Measures
  • Annual BOQ/ISF Survey Scores
  • District MTSS-B Walkthrough Scores
  • Meeting agendas
  • MTSS-B Classroom Fidelity Check
  • School Climate Survey (HRS Level 1 Survey)
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