Bowbells Elementary School

School Strategy Map

Map Name: 2023-2024 Bowbells Elementary School Continuous Improvement Plan
Time Period: 5/1/2023 - 4/30/2024
Vision

The students will be respectful, responsible, and productive educated citizens.

Mission

Provide a safe environment and educational opportunities to empower students to develop skills, knowledge, and character

Beliefs

We believe that all students have the ability to learn.

We believe that all teachers have room for growth.




Emotional and Behavioral
If NPSEU provides training in emotional and behavioral supports and self-regulation strategies, then students will positively benefit from their educational experience.
Academic Achievement
If staff employ best practice instructional strategies based on student need, then students will demonstrate academic growth.
Reading Skills
If students are given intense instruction in reading fluency and comprehension, then they will be prepared for the next level.
Objectives
  • Improve emotional, behavioral and self-regulation skills of SPED and regular education students to improve student achieve
Objectives
  • Evaluate current use and establish expectations for step up to writing.
  • Students will demonstrate growth by improving reading fluency.
  • Students will demonstrate proficiency and/or growth in mathematics.
  • Students will demonstrate proficiency and/or growth in reading (phonics, phonemic awareness, fluency, vocabulary, and comprehension).
  • Students will demonstrate proficiency in critical thinking skills.
  • Students will demonstrate proficiency in mechanics in writing.
Objectives
  • Students will demonstrate growth by improving reading fluency.
  • Students will demonstrate growth in reading comprehension.
Critical Initiative
  • Provide professional development for all staff on how to support SPED and regular education students in the classroom.
  • Provide training in functional behavioral analysis and behavioral intervention plan development
  • Provide training on Zones of Regulation for staff and parents.
Critical Initiative
  • Continue to implement Into Math to improve understanding of word problems. - Middle School
  • Continue to implement Into Math to improve understanding of word problems. - Middle School & High School
  • Continue to implement Right Start Math Curriculum to improve math skills. - Elementary
  • Continue with professional development for writing instruction.
  • "Continue with the writing curriculum ""Step-up-to-Writing"" school wide."
  • Implement multiple reading programs: Read 180, Star Reading, Reading Horizons Phonics Program, Accelerated Reading, and Six Minute Solutions.
  • "Implement multiple reading programs: Read 180, Star Reading, Accelerated Reading, and Reading A to Z, Reading Horizons Phonics Program, Six Minute Solutions."
  • Oral reading will occur in all content areas
  • Oral reading will occur in all content areas.
  • Present mini-lessons about mechanics at grade level by language arts teachers.
  • Provide access to and encourage the use of organizational tools for writing.
  • Provide opportunities for students to find, assess, and cite sources for opinion/argumentative and informative writing.
  • "Provide opportunities to use the proper tools and when to use them. I.E. - Desmos, Abacus, Calculators, compass, protractor, goniometer"
  • Students will demonstrate proficiency in critical thinking skills.
  • Teachers will unpack priority standards and use an appropriate scope and sequence.
  • Use a Step Up to Writing rubric to assess mechanics in writing.
  • Use a Step Up to Writing rubric to assess organization in writing.
  • Use engagement strategies to encourage higher order questions/thinking in all classes.
  • Use of IXL diagnostic and Freckle to spot trouble spots for students.
Critical Initiative
  • Implement multiple reading programs: Read 180, Star Reading, Reading Horizons Phonics Program, Accelerated Reading, and Six Minute Solutions.
  • "Implement multiple reading programs: Read 180, Star Reading, Accelerated Reader, and Reading A to Z."
  • Oral reading will occur in all content areas
Key Measures
  • Attendance
  • Classroom observations
  • Classroom writing observations
  • DIBELS data
  • Fluency checks in classroom
  • NDSA data
  • NDSA writing assessment results
  • READ 180 data
  • Reading Horizons Data
  • Six Minute Solutions data
  • STAR data
  • Step Up to Writing rubric data
Writing Skills
If students are instructed in organized writing, then they can improve their communication skills for success.
Student Engagement
If we create a variety of experiences and opportunities for students to be choice ready, then they will possess skills for life, learning, and work.
Climate and Culture
If we foster a culture and climate that promotes a safe and supported environment, then students will experience a sense of belonging.
Objectives
  • Students will demonstrate a proficiency in organization in writing.
  • Students will demonstrate proficiency in mechanics in writing.
Objectives
  • All students will say, write, or do every 2 - 10 minutes in all classrooms to ensure active participation.
  • Equal opportunities for all students to engage in exploring career awareness.
Objectives
  • Build social, behavioral and emotional wellness within the Bowbells School.
  • Foster a sense of community within the Bowbells school.
  • Recognize strengths of all students.
Critical Initiative
  • "Continue with the writing curriculum, ""Step-Up to Writing"" school wide."
  • Present mini-lessons about mechanics at grade level by language arts teachers.
  • Provide professional development for writing instruction.
  • Use a Step Up to Writing rubric to assess mechanics in writing.
  • Use a Step Up to Writing rubric to assess organization in writing.
Critical Initiative
  • Connect learning to the real world by offering courses such as the PAES lab for all students in grades 9 - 12, but required for eighth grade.
  • Connect learning to the real world by offering field trips and virtual learning opportunities.
  • Continue to use engagement strategies learned from mini lessons with instructional coach, especially 2 - 10.
  • Implement project discovery for all grades k - 12.
  • Invite industry professionals to come into classrooms to share knowledge about specific topics.
  • Invite students to participate in job shadow experiences.
  • Offer career counseling services for all students.
  • Offer work based learning opportunities through cooperative work experience on and off site.
  • Provide opportunities for students to get certifications and licensure in the medial fields.
Critical Initiative
  • Build student relationships during recess by utilizing a Friendship Bench.
  • Continue to build connections across grade levels with monthly eskimo family activities.
  • Continue to utilize Zones of Regulation school wide.
  • Continuing to recognize student of the month and honor roll students.
  • Highlight positive student behaviors and achievements using postcards.
  • "Implement an after school program, including aspects from Big Brother/Big Sister - study groups, tutoring. "
  • Implement initiative to improve mindset and intrinsic motivation.
  • "Implement monthly school wide celebrations: Homecoming; state sendoffs; Dr. Seuss, fun National holidays (donuts, Hawaiian lei, space day, beach day, fitness day)"
  • Utilize an engagement specialist to support emotional, academic success, attendance.
Key Measures
  • Attendance at assemblies.
  • Classroom observations
  • Engagement surveys
  • Number of learning opportunites
  • Student observations
  • Student sureys
Key Measures
  • Attendance
  • Classroom observations
  • Discipline referrals
  • Engagement surveys
  • Number of postcards sent home
  • Number of students on honor roll.
  • Student grades
  • Student observations
Data Literacy
If we want students to meet grade level outcomes, then staff will consistently review student performance data and respond collaboratively and systematically.
Objectives
  • Teachers will continuously monitor student data in their classroom.
  • Teachers will engage in math benchmark data day analysis and response planning three times/year.
  • Teachers will engage in reading benchmark data day analysis and response planning three times/year.
  • Teachers will participate in data meetings as a group.
  • Teachers will use data to create intervention groups.
Critical Initiative
  • Classroom teacher, Title I teacher, and Special Education teacher will all be at the meetings.
  • Data meetings will be on set days occurring quarterly on early out days.
  • Possibly form grade level intervention groups. Each grade level will be given a set time where intervention will be provided. This includes classroom and Title I interventions.
  • Teachers will use class work samples, tests, and other district testing to guide instruction.
  • Teachers will use data to create intervention groups.
  • Teachers will use the Dibels and Star data to guide instruction in reading.
  • Teachers will use the Star Assessment Data to guide instruction in math.
  • Teachers will use the Star Assessment data, CBM data, and/or IXL data to guide instruction in math.
  • Teachers work together to target students that are not making adequate progress.
Key Measures
  • Attendance
  • Classroom observations
  • DIBELS data
  • NDSA data
  • STAR data
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