Simle Middle School

School Strategy Map

Map Name: 2024-2025 Simle Middle School Continuous Improvement Plan
Time Period: 6/1/2024 - 6/1/2025
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.

Beliefs

Excellence, Inclusion, Leadership, Innovation

Integrated Systems FrW
If social and emotional components are embedded into every facet of the school community then students will gain social awareness that will allow them to be socially and academically successful.
MTSS-B
"If students are provided the opportunity to practice skills to be college, career, and community ready then they will be better prepared to apply those skills. "
Instructional Framework
If students' education experiences of tomorrow don't look like they do today then our paradigm needs to shift to provide those experiences through research based instructional practices.
Objectives
  • To facilitate a positive tiered system of support to meet social and emotional needs to create an engaging learning environment.
Objectives
  • A comprehensive system of social, emotional, and behavioral supports to promote student wellness and improve engagement in learning.
Objectives
  • Provide clear guidance for what effective teaching looks like in the classroom.
Critical Initiative
  • Building leadership will devise and implement implementation plans aimed at building Tier 1, Tier 2, and Tier 3 systems. The plan will be driven by team self-assessment of their MTSS B system
  • Capacity Building Infrastructure: Knowledge PD resources and organizational structures exist to operationalize all components of the MTSS B in a unified system to meet the established goals.
  • Data evaluations will be completed to drive decisions at the individual, school-wide, and district needs in the area of behavior and SEL.
Critical Initiative
  • Data evaluations will be completed using data-based decision-making which drives decisions at the individual, and school-wide needs in the area of behavior and SEL.
  • Knowledge, resources, and organizational structures necessary to operationalize all components of MTSS are in a unified system to meet the established building behavior expectations.
  • Provide direct social skill instruction to prepare students to be college, career, and community ready. This initiative includes the addition of Check and Connect implementation to fidelity.
Critical Initiative
  • A deep dive into the current framework and determine what elements most impact student learning.
  • Continue to use and modify our instructional walkthrough tool to ensure instructional practice reflect the instructional framework.
  • Teacher goal setting will be based on the institutional framework.
  • Use staff strategic plan survey results to gain a more clear picture of what current classroom instruction looks like.
Key Measures
  • Benchmarks of Quality and Annual Action Plans
  • BoQ, EWS, BAT, OE-10
  • Second Step Dashboard
  • SIR/ODR Data
  • SSIS-SEL
  • Teacher Nomination Forms
  • Trauma sensitive training
Key Measures
  • BoQ, EWS, BAT, OE-10
  • Early warning signs review
  • ILP Review
  • SAIG Groups w/school psych, SW, and counselors
  • Second Step
  • Second Step Dashboard
  • SEL data
  • SIR/ODR Data
  • Sources of Strength
  • SSIS-SEL
  • Teach-to Calendar
Key Measures
  • Teachers evaluation goals
  • Utilizing the updated Instructional Framework
  • Walkthrough tool data evaluation.
Student Growth
If teachers employ research-based best practice instructional strategies that match the needs of all students then individual students will grow their academic skill sets.
Special Education
If we improve behavioral programming by developing systems and structures, behavior referrals will decrease to develop and maintain a safe learning environment. Students who have identified needs wi
Objectives
  • Provide quality research-based instruction to meet the individual needs of all learners.
Objectives
  • Data such as restraint and seclusion and discipline referrals will decrease due to behavior program.
  • Students who have a behavior plan will increase their appropriate behavior.
Critical Initiative
  • 60% of SMS students will meet their MAP growth target in math and reading.
  • Multiple tiers of instruction and intervention are implemented using best practices of data-based decision-making, evidence-based practices, and individualized building needs.
  • The problem-solving process will be used at all levels; PLCs, building teams (SAT), and at the district level to determine individual student needs, school and district needs.
Critical Initiative
  • Data will be collected individually and schoolwide to determine appropriate next steps.
  • Data will be collected individually to help the IEP team determine the success of the programming. Decisions will be made based on student data.
  • IEP team will respond to students' behavioral needs in a timely manner to ensure the proper level of support is provided.
Key Measures
  • 3 data reviews are conducted with action planning
  • Attendance interventions (CNC,PYB,CICO)
  • Early warning signs review
  • Instructional Framework
  • Intervention audit
  • NWEA Reports
  • SAT report through PowerSchool
  • SAT Schedule
  • School and Department Grading Policies
  • SIR/ODR Data
  • SSIS-SEL
  • Team Created Individual Learning Plans
Key Measures
  • 3 data reviews are conducted with action planning
  • A four quadrant sort is used with next steps
  • BoQ, EWS, BAT, OE-10
  • CI/CO Data
  • IEP data collection
  • Restraint and seclusion data
  • SIR/ODR 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