Wilder Elementary School

School Strategy Map

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

We provide diverse and meaningful experiences for all learners in a safe and supportive environment by fostering curiosity, inquiry, and innovation. We grow and learn together by embracing change and taking risks. 

Mission

Growing together to enrich the world.  

Beliefs

We believe strong relationships in our schools and community will result in developing connected, innovative learners, grounded by strong character. 

Safe and Supportive
"A positive school climate that prioritizes social and emotional learning, belonging, well-being, and safety protocols will ensure everyone is safe and supported at school. "
Achievement for All
"Ensuring access and belonging for all students while eliminating disparities based on students' diverse racial, ethnic, and economic backgrounds will increase student academic achievement. "
Guaranteed and Viable
"Implementing a guaranteed and viable curriculum will ensure students master grade level content standards. "
Objectives
  • Create and implement comprehensive social emotional learning and mental health initiatives.
  • Increase the amount of behavior-specific praise that the teacher provides for the classroom, for groups of students, and for individual students.
  • Provide a positive school climate that prioritizes social and emotional learning, belonging, well-being, and safety protocols.
Objectives
  • Ensure access and belonging for all while eliminating disparities based on student groups to increase academic achievement.
Objectives
  • Implement a guaranteed and viable curriculum to ensure students master grade-level priority standards.
Critical Initiative
  • Implement professional development to support social and emotional learning.
  • Implement professional learning sessions for social emotional learning.
  • Implement professional learning sessions on the impact of praising positive behavior.
Critical Initiative
  • Implement evidence-based teaching strategies that increase access for all to rigorous learning experiences.
  • Notice when students are not engaged and adapt instruction.
  • Provide clear learning goals (focus on proficiency scales), and track student progress.
Critical Initiative
  • Establish PLCs to identify curricular priority standards, proficiency scales, and collaborate around student achievement, interventions, and extensions.
  • Expect that Learning Goals are clearly posted and articulated with students.
  • Utilize proficiency scales, with specific leveled criteria, to determine a student's progress toward a learning goal.
Key Measures
  • Classroom Management PD
  • Decreased demonstration of disruptive behaviors
  • Decreased restraint
  • House System Meetings and Assemblies
  • Increased demonstration of positive behaviors
  • Increased FBA, BIP, Social Skills
  • Increased positive praise during each class period
  • Increased use of behavioral assessments
  • Increased use of intervention evidence
  • Promote Trauma-informed practices
  • Staff, Student, and Parent Surveys
Key Measures
  • Collaboration around effective teaching strategies
  • Collaboration with Instructional Design Coach
  • Decrease absenteeism by 10%
  • Increase NDSA math proficiency by 10% black
  • Increase NDSA reading proficiency by 10% Nat.Amer
Key Measures
  • Behavioral Support Framework
  • "Building level ""core"" SEL teams and training"
  • District Grade Level Meeting Agendas and Minutes
  • District/School PD on Instructional strategies
  • House System Meetings and Assemblies
  • Instructional Framework Model
  • Maintain Zones of Regulation implementation
  • Observation and Coaching Feedback
  • Ongoing Implementation of Standards Based Learning
  • PD re: posting/communicating learning goals
  • PLC Calendar, Agenda, and Minutes
  • Professional Development re: Proficiency Scales
  • Professional Learning around SEL Standards
  • Proficiency Scale impact on student learning
  • Promote Trauma-informed practices
  • Sources of Strength curriculum in grades 3-5
Effective Teaching
"Student achievement will improve by ensuring all students receive high quality, rigorous, equitable tier one instruction focused on eliminating the opportunity gap. "
Objectives
  • Implement quality T1 instruction and provide appropriate, effective T2 and T3 supports so that all students master grade-level priority standards.
  • Increase the number of teacher-directed opportunities for students to respond during instruction.
Critical Initiative
  • Design coaching feedback plan intended to improve instructional practices.
  • Implement academic engagement strategies to increase student success.
  • "Implement professional learning sessions on the impact of increasing the response rate for all students. "
  • Innovation and Creativity
  • Professional Learning and Technology
Key Measures
  • Building, Sister School, and District Level Collab
  • Coaching Feedback
  • Collaboration around effective teaching strategies
  • Collaboration with IDC and teaching colleagues
  • Collaboration with Instructional Design Coach
  • Data analyzed by focus groups
  • District/School PD on Instructional strategies
  • Expansion of 1:1 devices K-5
  • Goal Setting and Reflection Process
  • Increased individualized, timely feedback
  • Increased monitoring of response rates
  • Increased student response rates
  • Instructional Framework Model
  • Instructional Rounds
  • Interventionist Schedule
  • MTSS-A and -B discussion and notes
  • Observation and Coaching Feedback
  • PD related to skill based reading groups
  • PLC Calendar, Agenda, and Minutes
  • School Data Review
  • Science of Reading Professional Development
  • Shift toward Science of Reading strategies
  • Student Achievement Data (Star, CBM)
  • Technology integration training
  • Utilization of online resources and platforms
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