Independence Elementary School

School Strategy Map

Map Name: 26-27 Independence Elementary Strategic Plan
Time Period: 2026 - 2027
Vision
West Fargo Public Schools aligns instructional practices and resources to create a nurturing, learner-centered environment. Learners are empowered to develop knowledge, skills, and dispositions to thrive in a rapidly changing world.
Mission
Educating all learners for tomorrow's world.
Beliefs
"Self-Efficacy & Agency: We believe in building self-efficacy - the belief they can - and agency - the desire to act - empowering all learners to advocate for their learning and the supports they need to succeed. Relationships: We believe learning has a social component and that learners need safe and nurturing relationships that support their intellectual, physical, social, and emotional well-being. Guaranteed & Viable Curriculum: We believe teaching is both an art and a science. We believe in a clearly articulated, evidence-based, transparent, and measurable district curriculum. Assessment & Feedback: We believe in timely, actionable, and relevant feedback that empowers learners to identify and act on their next steps toward independence. Goal Setting & Reflection: We believe goal setting and reflection are critical to learning and encourage learners to examine their decisions, resources, resilience, and responsibility. Pathways & Pacing: We believe in providing resources, supports, and opportunities that empower learners to determine appropriate pathways and drive their progress."
Wellness
Academic
Choice Ready
Critical Initiative
  • Ensure fidelity to the tiered behavior intervention framework through the continuous improvement process and district-wide transparency.
  • Improve educator well-being through professional learning opportunities and alignment to the future strategic plan.
Critical Initiative
  • Design and implement Guaranteed and Viable Curriculum (GVC) aligned assessments and feedback practices that consistently support learner goal setting, reflection, and progress toward defined proficiency.
  • Use learner data to systematically plan and implement targeted instruction and intervention, supporting learner goal setting and progress toward proficiency across all Tiers.
Critical Initiative
  • Ensure aligned implementation of revised Profile of a Graduate (POG) scales for K-8.
  • Ensure aligned experiences that prepare high school learners to graduate Choice Ready
Key Measures
  • HRS Level 1 evidence, TFI results, behavior by setting and learner group, and learner rules-and-procedures proficiency.
  • Staff safety and order perceptions, staff well-being, MOI implementation, and professional learning feedback.
Key Measures
  • Literacy progression growth, Numbers and Operations growth, common assessment results, and learner artifacts.
  • PLC data cycles and learner growth on literacy progressions, common mathematics assessments, and interventions.
Key Measures
  • Percentage of learners setting and monitoring two goals, POG proficiency, and goal-setting artifacts.
  • Goal progress, learner reflections, POG results, and family communication about academic and behavior goals.
Objectives
  • Educators will implement the tiered behavior intervention framework with consistency and transparency, while strengthening their well-being through aligned professional learning that supports progress toward district strategic priorities.
Objectives
  • Educators will understand that the core of a professional learning community is the network of collaborative teams—the groups of educators who work together to improve student learning.
Objectives
  • Learners will be empowered to build skills and agency through intentional experiences that prepare them to graduate Choice Ready.
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