Lincoln Elementary School

School Strategy Map

Map Name: Lincoln School Wide Improvement Plan 2018-2021
Time Period: 8/20/2018 - 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.

Culture and Climate
Creating a supportive and positive school climate
Literacy
Ensuring students have the literacy skills needed to prepare them for their future jobs/careers.
Academics
Provide active, personalized learning opportunities to support student readiness in literacy and mathematics.
Objectives
  • Develop a school community where all students feel safe and learn skills to self regulate emotions.
Objectives
  • Provide students with relevant learning experiences that require them to communicate their thinking.
Objectives
  • Provide active personalized learning opportunities to support student growth in literacy and math.
Critical Initiative
  • Class meetings conducted daily to build community, teach social skills and self-regulation, using Second Step curriculum and Restorative Practices.
  • Coaching in ENVoY instructional and behavior management strategies by internal and external coaches.
  • Develop behavior systems, common language and practices through PBIS.
  • Implement common instructional and behavior management ENVoY strategies
  • Implement PBIS positive initiatives through out the year.
  • Improve students self-regulation skills through the use of FBAs & BIPs by increasing staff competency in writing FBAs & BIPs.
  • Provide Professional Development in Creating Compassionate Schools and Trauma Sensitive Schools.
Critical Initiative
  • Increase student writing to communicate their thinking in mathematics, literacy and their own creative ideas
  • Learning Targets will be posted, taught and monitored through ELOs and scales.
Critical Initiative
  • At risk math students will receive additional intervention with AVMR strategies.
  • At risk students met with daily during small group instruction
  • Learning targets posted in all small group and whole group lessons
  • Provide additional reading interventionist to support at-risk students giving a double dose of literacy instruction.
  • Provide embedded mathematics coaching opportunities with instruction and assessment.
  • Small group literacy instruction based on formative data
  • Small group mathematics instruction based on formative data
Key Measures
  • All staff trained in trauma modules
  • Behavior systems developed
  • Common Language and expectations visible
  • Decrease in Behavior forms
  • ENVoY strategies implemented/coached/certified
  • Number of incentives given
  • Professional development- behavior/trauma response
  • Special Education Administration monitoring
  • SPED New Teacher perception survey
  • SPED Veteran Teacher Perception Survey
  • Staff taking coaching opportunities
  • Student behavior reports
  • Student perception data
  • Teacher observations
Key Measures
  • Learning monitored formatively for each lesson
  • Walk-Through observations for ELO's and scales
  • Writing Celebrations
  • Writing samples
Key Measures
  • AIMS
  • AVMR
  • Benchmark F & P
  • MAP
  • NDSA
  • Observations
  • Teacher recorded data
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.
Tiered Instruction
Empower all students to grow and achieve proficiency of the district's content standards and graduate Choice Ready.
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.
Objectives
  • Develop and implement equitable district-wide processes to support outcomes so all students graduate on time, Choice Ready.
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 measured (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
  • 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.
  • 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
  • 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.
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
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
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
  • Create outreach systems to the community through partnerships and communications channels
  • Create outreach systems to the community through partnerships and communications channels.
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
  • 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