Kennedy Elementary School

School Strategy Map

Map Name: 2019-23 SIP Plan
Time Period: 8/23/2018 - 5/31/2023
Vision

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.

Mission

Educating and empowering all students to succeed

Beliefs

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.

Student Achievement 1
All students can learn and grow.
Climate & Culture
Creating a supportive and positive school climate.
Community Partnerships
Strengthen student, parent, and community partnerships.
Objectives
  • All students will improve math skills
  • All students will improve reading skills.
  • Improve math skills
  • Improve self-regulation skills of SPED students to improve student learning.
  • Students in grades K-5 will be proficient in writing.
  • Students will increase their Reading (MAP ) scores by _5_% each year.
Objectives
  • Foster positive relationships between teachers and students that supports student achievement.
  • Improve a student's self-regulation skills through the use of FBA's and BIP's.
Objectives
  • Develop and execute a plan to develop community partnerships.
Critical Initiative
  • Collaboration during PLC regarding maximizing resources to meet all students’ needs.
  • Double dose interventions in classroom with students on Tier 3 and IEP.
  • Flexible small group reading instruction.
  • Grades 3-5 will demonstrate proficiency as indicated by CA (Concepts & Applications)
  • implement flexible small group reading groups
  • Implement Lucy Calkins grade level writing curriculum.
  • Improve computational fluency
  • Increase staff competency in writing effective Functional Behavior Assessments and Behavior Intervention Plans for all SPED students.
  • Reading (Text Level) 85% of students in Kindergarten through 5th grade will be proficient in target reading text level from fall to spring as measured by F&P Benchmark Assessment.
  • Students increase overall on reading MAP score from winter to winter.
  • Students will be proficient in target text level from winter to winter
Critical Initiative
  • All students will improve their 21st Century Skills.
  • Decrease the number of behavior reports in PowerSchool.
  • Improve self-regulation skills of students whose IEP indicates his/her behavior impedes the student's learning or the learning of others in order to stay engaged in the classroom through use of Functi
  • Increase staff competency in conducting Functional Behavior Assessments and creating Behavior Intervention
  • School wide environment that builds trust and empathy among students and staff.
Critical Initiative
  • Provide opportunities for parents and the community to be involved in their school
  • Provide parents positive feedback on their child.
  • Provide the community an opportunity to be involved in their school
Key Measures
  • AVMR (K=FNWS, BNWS, NID; 1st= AS; 2nd=Structuring)
  • Concepts and Applications (CA) in AimsWeb +
  • Fountas & Pinnell (F&P) benchmarking
  • Leveled critical thinking questioning
  • Lucy Calkins grade level rubrics (baseline2018-19)
  • Mental Computation Fluency (MCF) aimswebPlus ass.
  • Progress monitor Tier 3 & IEP using AimsWeb +
  • Progress Monitoring for Tier 3 & IEP
  • Progress monitoring for Tier 3 and IEP students
  • Progress Monitoring in AimsWeb + for Tier 3 & IEP
  • Projected growth on MAP reading.
  • SPED Director Monitoring
Key Measures
  • Behavior reports in PowerSchool
  • Decrease in restraints
  • Decrease of behavior reports in PowerSchool
  • "District 21st Century Rubric or grade level ""I can"
  • Number of ENVoY coaching opportunities for staff
  • Number of ENVoY coaching opportunities for staff
  • Special Education Administration monitoring
  • SPED New Teacher Perception Survey
  • SPED Veteran Teacher Perception Survey
Key Measures
  • Attendance at events
  • Bravo Comet Stars number sent home
  • logs of contacts (phone, written, face to face)
  • Parent survey
  • PTA Attendance
System-Wide Supports
Students will meet or exceed individual learning goals toward the achievement of district standards.
School Culture and Safety
Create 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.
Objectives
  • Development plan and allocate resources that indicate a positive impact.
Objectives
  • Create environments that are physically and psychologically safe for students and adults.
  • Create environments that are physically and psychologically safe for students and adults.
Objectives
  • Develop and implement equitable district-wide processes to support academic and social emotional growth and mastery of essential learning outcomes.
Critical Initiative
  • Collaboration during PLC regarding maximizing resources to meet all students’ in the area of reading.
  • Provide staff an opportunity to provide feedback on the development plan and resources.
  • Provide students an opportunity to provide input on their educational experience
Critical Initiative
  • Embed professional learning opportunities that foster strategies implementation aligned with trauma-informed schools.
  • Expand intercultural capacity to serve all student and staff groups to reach parity in outcomes
  • Implement K-12 Tier 1 Positive Behavior Interventions and Supports (PBIS) by “all students” and by “student groups” as well as individual students.
  • 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 ECSE and K-12 Level C programs.
Critical Initiative
  • Analyze key measured (including graduation and Choice Ready data) by student groups to assess the equity of the system’s response.
  • Develop a systematic 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 learner, through academic, behavioral, social and emotional services.
Key Measures
  • Climate & Culture Survey
  • Decreased behavior reports
  • Exit Tickets at Staff meetings
  • Face to face meetings w/ staff
  • Increased academic achievement:&P,MAP,AVMR, Aim+
  • Student Engagement Survey Results
Key Measures
  • Approaches to Learning Data - Elementary
  • Behavior Reporting Form Data
  • Benchmarks of Quality (BoQ)
  • Catalyst Coaching Log
  • Catalyst Implementation Survey
  • Catalyst Teacher Certification Roster
  • Catalyst Training Roster
  • District Learning Walks
  • District School Culture & Climate Survey Results
  • Guidelines for Success - Secondary
  • IDI pre and post assessment growth measures
  • Principal growth and development plan
  • Restorative Practice Training Roster
  • SEL Lesson Monitoring Data
  • Trauma-Sensitive Schools Training Roster
  • Ukeru Training Roster
Tiered Instruction
Empower all students to grow and achieve proficiency of the district's content standards and graduate Choice Ready.
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
Objectives
  • Develop and implement equitable district-wide processes to support outcomes so all students graduate on time, Choice Ready.
Objectives
  • Create outreach systems to the community through partnerships and communications channels
  • Create outreach systems to the community through partnerships and communications channels.
Critical Initiative
  • Deploy a comprehensive K-12 career development plan that supports all learners to engage in cohesive and responsive career education activities that align for Choice Ready measures.
  • Embed the professional learning community practices that focus on learning, collaboration, and results.
  • Implement a guaranteed and viable curriculum through standards-based education that utilizes researched based high impact instructional strategies across all tiered learning environments.
  • Implement a whole child multi-tiered system of supports that includes a full continuum of academic, social, emotional, and behavioral wellness supports.
  • Staff will demonstrate their ability to complete FBAs that meet the necessary components as measured by the Technical Adequacy Tool for Evaluation.
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 communications systems
  • Foster positive partnerships with local government agencies, colleges and universities, and community organizations for overall student success
  • Establish communication and engagement with the community at large.
  • Establish effective communication between school, parents, and families utilizing a variety of communication channels and messages in the languages of the stakeholders.
  • Establish effective internal communication systems.
  • Foster positive partnerships with local government agencies, colleges and universities and community organizations for overall student success.
Key Measures
  • Attendance Report
  • Behavior Reporting Form Data
  • Choice Ready Indicator Data
  • District Learning Walks
  • Essential Learning Outcome Report (ELO)
  • FBA/BIP Compliance Review
  • Formative & Summative Assessments
  • Guidelines for Success data
  • iObservation Evaluation Tool
  • MTSS Report
  • Observation of PLCS; feedback from Leadership Team
  • Suspension Report (student groups)
  • Teacher PLC Survey
Key Measures
  • CTE Advisory Boards
  • FPS Foundation Donations
  • Media Data
  • Mental Health Partnerships
  • Parent Survey
  • 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: dpidashboard@nd.gov