Lincoln Elementary School

School Strategy Map

Map Name: 2024-2025 Lincoln Elementary School Strategy Map
Time Period: 6/1/2024 - 5/31/2025
Vision

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

Mission

Empower every learner to thrive. 

                    

BPS Values:                     

Inclusion, Excellence, Innovation & Leadership

Beliefs

At Lincoln Elementary, we are respectful, responsible, safe, and kind. 

Learning Excellence
We will achieve high levels of mastery for all students to develop agency.
Operational Excellence
We will acknowledge and examine our personal beliefs and practices to evolve systems and partnerships while growing both collective and individual expertise.
Personal Excellence
We will develop and support learner agency beyond academics to improve oneself through a deep appreciation of their role in the school and the positive impact on others through sense of belonging.
Objectives
  • Collaborative teams regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
  • Communicate a clear vision as to how teachers should address instruction using the Lincoln Instructional Framework.
  • Ensure all students experience core instruction that is common across grade level and focused to adequately address it in the time provided each year.
Objectives
  • Allow opportunities for staff, students, parents and the community to provide input regarding the optimal functioning of the school.
  • Employ robust communication tools, including: notifications via email and web postings, social media presence, parent newsletters, & emergency alerts.
  • Manage fiscal, operational, and technological resources in a manner that directly supports instruction and aligns with key school initiatives.
  • Provide job-embedded professional development that is directly related to instructional growth goals.
  • Teachers have formal roles in the decision-making process regarding school initiatives.
Objectives
  • Continue to monitor the continuum of evidence-based interventions at all MTSS levels that results in early identification and intervention.
  • Ensure all classrooms have programming and expectations in place to create a positive school climate and support learning.
Critical Initiative
  • Continue development of understanding on the difference between differentiation and Tier II intervention to include design and implementation of tiered interventions through specialist in PLCs.
  • "Continue to utilize and connect to our Instructional vision/framework to guide teachers in effective teaching strategies. "
  • "Continue training and engagement in PLC Learning Cycle so that all essential questions of high functioning PLC’s are represented in the work. "
  • "Continued use of observation tools to collect and analyze classroom observation data related to instruction. "
  • "Create an efficient organization of agendas and artifacts (map, unit plans, proficiency scales, assessments, etc.) that reflect a student-centered approach with the use of proficiency scales. "
  • "Data teams have set and communicated school-wide goals. "
  • Define/Clarify MTSS-A Continuum of supports through weekly support PLC.
  • Develop and implement a year-long professional development plan for teacher HEALTH and wellness.
  • Formal schoolwide data reviews will occur regularly to monitor student achievement.
  • Implement Tier II/III interventions with with fidelity.
  • PLC audit process operational and used regularly to give teams feedback.
  • Teachers have opportunities to observe and discuss effective teaching. Expand coaching model to include opportunities for teachers to observe and discuss effective teaching.
  • Teachers review and self-assess their PLC team on the Collaboration Scale at least one time per trimester.
  • Teachers understand what job-embedded professional development is and are provided with the learning directly related to instructional growth goals.
  • Timely feedback from instructional rounds/walk-throughs is provided to classroom teachers utilizing the observation tool that is grounded in our instructional framework with collaboration sessions.
Critical Initiative
  • Continued reference of school developed Decision Making Matrix.
  • Create a master schedule that best meets the needs of students.
  • Create tools and processes to gather stakeholder input ongoing (e.g. surveys, interviews, anonymous reporting, face-to-face meetings, etc.) .
  • Develop an evaluation growth model for teachers - with clear ongoing evaluations of their pedagogical strengths and weaknesses that are based on data and are consistent with student achievement.
  • Develop clearly identified and reported budgets for staff monthly.
  • "Engage staff in analyzing school data to understand predominant practices. "
  • Engage staff in goal planning utilizing the self-evaluation rubric of chosen goal (element), goal planning document, component determination to write an appropriate, rigorous professional goal.
  • Enhance and maintain Lincoln Hub.
  • Facilitate collaborative teams to collectively develop walkthrough tools for each staff chosen element.
  • Identify leadership opportunities for staff and students to provide input and have formal roles in decision-making.
  • "Increase parent communication with the intent to inform parents about procedures and practices. "
  • Increase presence on social media.
  • Provide weekly communication for staff and monthly communication for families via newsletter.
  • Report evidence to stakeholders that expenditures in the budget are aligned with key initiatives.
Critical Initiative
  • Build plan for SEL connections to pacing guide through morning announcements and schoolwide monthly themes.
  • Collaborate with student council and environmental excellence team around school assembly connection to SEL monthly themes.
  • Continue staff training with a deeper exploration and capacity building in the SEL core competencies for all staff through the use of SEL proficiency scales.
  • Create a process for building visitors and new student intake to gather information and teach school expectations to be delivered by student council members.
  • Create systems and structures that provide timely support to students in need through the implementation of a weekly support PLC.
  • Develop and train all stakeholders on school expectations.
  • Engage stakeholders in creating videos highlighting school expectations; Share behavior expectations with families.
  • Implement developed plan for schoolwide PBIS framework; sparks, bolts, storm cloud, etc.
  • Lesson plans utilized and schoolwide plan for teach and reteach of expectations for common areas, such as, playground and cafeteria - schedule re-teach with video via morning announcements.
  • Monitor and collect data monthly around 5:1 positive to corrective ratio and fidelity to morning meetings.
  • Review student engagement survey and analyze results with staff through staff learning or weekly staff newsletter in the Spring.
  • Strengthen our student council system and schoolwide involvement.
  • "Update and monitor continuum of evidence-based interventions at all MTSS levels (schoolwide). "
Key Measures
  • District Progress Report
  • District Tiering Data
  • Guiding Coalition Feedback Surveys
  • HRS Level 1 Survey
  • HRS Level 2 Survey Results
  • Intervention Data
  • NDSA, Benchmark and SBE Data
  • PLC Collaboration Scale
  • Walkthrough Data Collection Tool
Key Measures
  • BPS District Staff Survey
  • HRS Level 1 Survey
  • HRS Level 2 Survey Results
  • Instructional Framework Self Evaluation Rubrics
  • Parent Documentation of Wisdom Well
Key Measures
  • BECA Survey
  • BOLT Documentation Spreadsheet
  • BPS District Student Survey
  • District Progress Report
  • HRS Level 1 Survey
  • ISF Report
  • Positive to corrective tracking spreadsheet
  • Support PLC Tracking Document
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 which instill joy and recognize school and individual successes.
  • Develop and train all stakeholders on safety processes and procedures.
  • Ensure all staff understand and follow district policy related to bullying and student discipline.
Critical Initiative
  • Complete annual policy review for bullying and school discipline with all staff each fall.
  • Conduct monthly practice drills, document debrief meetings and share feedback and celebrations with full staff.
  • "Develop, plan for, schedule and conduct table top drills. One per trimester. "
  • Engage staff in deeper training of minor vs.major behaviors and Fix-It plans.
  • Ensure all staff have an informational folder/binder for substitute teachers and instructional aides.
  • Recognize successes of the school and of individuals within the school (monthly assemblies, student/staff awards, weekly staff newsletter, recognition of special days and events for staff, etc).
  • Review behavioral matrices and expectations for managing student misbehavior with all staff.
  • Review bullying vs. conflict on our school website and family newsletter.
  • "Review threat assessment process, mandated reporting and suicide protocol with staff. "
  • Train and develop teachers and instructional aides in consistency of recess procedures (safety vests, blue slips, movement, visibility and communication).
  • Update and Review Emergency Response Plan (maps, procedures, etc)
Key Measures
  • BECA Survey
  • BPS District Student Survey
  • HRS Level 1 Survey
  • ISF Report
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