Map Name: 2021-2022 Carl Ben Eielson Middle School, Continuous Improvement Plan
Time Period: 5/1/2021 - 4/30/2022

Fargo Public Schools is committed to excellence through an equitable student-centered learning environment supported by positive collaborations with students, staff, parents, school, and community. 


Educating and empowering all students to succeed


By providing a supportive and positive learning environment all students can learn. Positive partnerships with students, parents, and community support building efforts ensuring students receive effective, rigorous instruction where teachers make data-driven decisions impacting learning achievement.

School Culture and Safety
Creating a supportive and positive school climate
Student Achievement
Empower all students to grow and achieve proficiency of the district's content standards and 21st Century Skills.
Community/ Communication
Establish community partnerships for student academic and social-emotional growth and communication with internal and external stakeholders to build community trust and support.
  • Create environments that are physically and psychologically safe for students and adults.
  • Develop and implement equitable district-wide processes to support academic and social emotional growth and mastery of essential learning outcomes.
  • Create outreach systems to the community through partnerships and communication channels.
Critical Initiative
  • Analyze key measures (including graduation and Choice Ready data) by student groups to assess the equity of the system's response.
  • Embed professional learning opportunities that foster strategy implementation aligned with trauma-informed schools.
  • Implement and embed Tier 1 Restorative Practices into classroom routines and instructional content.
  • Implement K-12 Tier 1 Positive Behavior Interventions and Supports (PBIS).
  • Implement the trauma-informed practice of Ukeru in all K-12 ECSE and Level C programs.
Critical Initiative
  • Develop a systemic plan for implementing researched-based Tier 1 instructional practices.
  • Develop and implement a systemic professional development plan to increase staff competency in conducting FBA's and creating BIP's.
  • Develop and implement Social Emotional Learning instruction for all k-12 students.
  • Embed the professional learning community practices that focus on learning, collaboration, and results.
  • Implement a guaranteed and viable curriculum through standards-based education (instruction, assessment, grading and academic reporting) that utilizes essential learning outcomes.
  • "Implement a Multi-tier System of Support that supports the ""whole child"", whether an advanced or struggling learning, through academic. behavioral, social and emotional services. "
  • We will analyze outcome data by student groups (race/ethnicity, SES, cultural-linguistic diversity, gender, and dis/ability) to assess the equity of the system's response.
Critical Initiative
  • Establish communication and engagement with the community at large
  • Establish effective communication between school, parents, and families utilizing a variety of communication channels
  • Establish effective internal communication systems
  • Foster positive partnerships with local government agencies, colleges and universities, and community organizations for overall student success
Key Measures
  • Approaches to Learning Data
  • Behavior Reports
  • Benchmarks of Quality (BoQ)
  • MTSS Staff Survey
  • PBIS Learning Walks
  • Program Observation
  • Restorative Practices Learning Walking Data
  • Stakeholder Climate and Culture Survey
  • Youth Risk Behavior Survey (YRBS) Data
Key Measures
  • Attendance Report
  • Behavior Reports
  • Benchmarks of Quality Building Survey
  • ELO Report
  • FBA/BIP Compliance Review
  • Formative and Summative Assessments
  • iObservation: Standard Based Instruction
  • Learning Walks Shared Practices
  • MTSS Report
  • Observation of PLCs; feedback from Leadership Team
  • PBIS Learning Walks
  • Stakeholder Climate and Culture Surveys
  • Student Engagement Survey
  • Suspension Report
  • Teacher PLC survey
Key Measures
  • CTE Advisory Boards
  • Foundation Donations
  • Media Data
  • Mental Health Partnership
  • Social Media Data
  • Staff survey
  • website and newsletter analytics
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: