Bottineau Elementary School

School Strategy Map

Map Name: 2024-2025 Bottineau Elem School Continuous Improvement Plan
Time Period: 6/1/2024 - 5/31/2025
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

It is our responsibility, through exemplary instruction, individualized learning opportunities, instructional equity, and high expectations, to ensure all students are afforded the opportunity to learn at their highest potential, in preparation for their unique futures. 

Individualized Learning
If we analyze student performance data, pinpoint specific student strengths and weaknesses, and cultivate appropriate learning experiences based on that data, all students will advance academically.
Exemplary Instruction
If we provide high-quality professional development/continuing education to teachers and school leaders, we will increase teacher effectiveness, thus increasing student achievement across domains.
Equity
If we work collaboratively in PLCs, we will align instructional components, such as content, educational experiences, & teaching methods, to ensure equity throughout our systems of student learning.
Objectives
  • Each student will show skill growth. Evidence: benchmark/PM data, moving from one level of proficiency to the next, or showing growth in skills.
  • Through student performance data we will pinpoint specific student strengths/weaknesses to tailor appropriate learning experiences for each student.
Objectives
  • Provide our educators with professional development based on current educational best practices and relevance to our students' and systems needs.
  • To increase student scores in math and reading, when looking at both overall school gains, and individual student growth.
Objectives
  • GLTs will engage in common planning time, to align instructional lessons and units, providing equity for students at the grade level.
  • Utilizing GLTs to establish practices that ensure equity through teacher routines, common learner expectations and common goals.
Critical Initiative
  • 80% of students K-6 will be at/above benchmark on DIBELS reading assessment by EOY.
  • 80% of students K-6 will be at/above benchmark on iReady Math assessment by EOY.
  • 90% of students will show growth of skills in ELA, moving from one level of proficiency to the next, or showing a gain in at least one sub-test area.
  • 90% of students will show growth of skills in Math, moving from one level of proficiency to the next, or showing a gain in at least one sub-test area.
  • Overall, our student population will show an increase in NDSA scores.
  • Teachers will use student performance data from iReady Math to group students into like-skilled math intervention groups.
  • WIN groups will continue for ELA, using benchmark and PM data, as well as in-program assessments.
Critical Initiative
  • Keys to Literacy-Writing professional development is scheduled for the fall of 24.
  • Special education and Intervention staff will continue with LETRS training this fall. Elementary teachers will begin training in cohorts, starting with Kindergarten teachers.
  • Teachers will focus on student engagement and creating meaningful learning experiences to help students connect with and take ownership in the learning process.
Critical Initiative
  • Planning time will be dictated by the master schedule to ensure time is set aside on a weekly basis.
  • To create a deeper level of equity, teachers will utilize checklists to align teaching practices, routines, and use of strategies in all classrooms.
Key Measures
  • 80% of students at/above benchmark
  • as evidenced on NDSA in spring of 2025
  • DIBELS data used to determine growth
  • DIBELS progress monitoring
  • evidence of explicit vocab instruction observed
  • evidence that data drives placement
  • iReady data used to show growth
  • reading coach will fade support with this task
  • skills measured with my path and benchmarks
  • use of comparison data to view trends
Key Measures
  • Amira and DIBELS scores shared with students
  • evidence of use of strategies
  • iReady BM & My Path data shared with students.
  • objectives posted and/or stated at start of lesson
  • observed use of new strategies
  • successful completion of training program
  • writing samples show growth in student ability
Key Measures
  • 80% at/above benchmark in comprehension
  • administration and instructional coach oversee
  • learning objectives posted/stated 100% of the time
  • observed st. engagement practices on observations
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