Langdon Area Elementary School

School Strategy Map

Map Name: 2024-2025 Langdon Area Elementary Continuous Improvement Plan
Time Period: 5/29/2024 - 4/30/2025
Vision

The Langdon Area Schools will empower individuals

to succeed in a changing world.

Mission

Empower every child, every chance, every day.

Beliefs
"

We believe it is our responsibility to provide a safe learning environment that builds positive relationships with all stakeholders. We believe in collaboration, efficacy, and engagement in order to provide a rigorous learning community.

"
Student Mastery
" Using standards based grading provides documentation of student mastery of priority standards. "
School Environment
Clear staff and student behavior expectations for the classrooms and common areas will promote safety, respect and responsibility.
Literacy Instruction
Direct and systematic instruction in literacy will best prepare out students to be ready for the future.
Objectives
  • To use standards- based grading comprehensively in Kindergarten through grade three
Objectives
  • To follow consistent behavior expectations in the classroom and common areas.
Objectives
  • To produce writings across the curriculum in a variety of genres that exhibit continued growth.
  • To provide reading instruction and interventions using the Multi-tiered System of Support.
Critical Initiative
  • Create standards-based report cards, rubrics and assessments.
  • Educate stakeholders on standards-based grading.
  • Examine Priority standards and map them into quarters.
  • "Prepare and share student friendly ""I can"" statements based on the priority standards"
Critical Initiative
  • All staff will be trained on monitoring common areas. Students will be taught behavior expectations for these common areas.
  • Teachers will train their students in the proper expectations for each classroom sctivity.
  • Train a committee of staff members in CHAMPS, who in turn train all staff members.
Critical Initiative
  • Assess students using STAR360 as the universal school screening tool. The data will be used to categorize students in three tiers.
  • Map Steve Dunn writing curriculum and develop assessments and rubrics K-6.
  • Require writing samples of all curricular areas to be placed in student portfolios.
  • Students in Tier 1 will receive individualized instruction using the Daily Five model.
  • Students in Tier 2 will be assessed to assign a learning pathway in phonics, phonemic awareness, vocabulary, fluency, or comprehension,
  • Students will build stamina in their examination of materials in order to write with confidence with new information.
  • Teachers will be provided instruction in Steve Dunn Writing
  • Teachers will receive professional development through Instructional coaches on building stamina for researching and using resources.
  • Tier 3 students will be given a placement test in Corrective Reading or Reading Mastery to determine where to start in the programs.
Key Measures
  • """I can"" statements for all subject areas"
  • Documents of training opportunities
  • Grade Level Writing Maps
  • Instruction team agendas
  • Mailed parent guide
  • Newsletter
  • Parent conferences
  • School/Stakeholder meeting
  • Standards based assessments
  • standards based report card
  • Standards based rubrics
  • Student binders or classroom posters
Key Measures
  • Detention Binder
  • Power School-Log entries
  • Professional Development Roster
  • Survey of students and staff.
Key Measures
  • Check list of curricula in student portfolios
  • Comprehension Intervention- Achieve3000
  • Corrective Reading Comprehension A, B1, B2, C
  • Corrective Reading Level Decoding A, B1, B2, C
  • Fluency intervention-Read Naturally
  • North Dakota State Assessment ELA
  • Novels Units
  • Phonics Intervention- Phonics for Reading, Rewards
  • Professional Development Calendar
  • Reading Mastery K, 1, 2, 3
  • Reading Series- Wonders
  • Roster of attendance and lesson plans
  • Standards based report cards
  • STAR360 data
  • Steve Dunn Writing Binder
  • Student Portfolios
  • Teacher survey regarding professional development
Social Emotional Learning
If Lake Region Special Education Staff have appropriate training in developing students' social-emotional skills, students will benefit by having more effective, successful school experiences./
Leadership
Leadership must be nurtured and valued at all levels and in all positions.
Objectives
  • Administrators, teachers and support staff will follow the social-emotional behavior pathway to support students
Objectives
  • To provide opportunities for staff to be on leadership teams that benefit themselves and stakeholders.
Critical Initiative
  • Provide professional development in current topics related to social-emotional health.
  • Provide training and guidance in Functional Behavior Assessments and effective individualized behavior plans.
  • Provide training for sensory rooms and sensory processing breaks for students throughout the school.
  • Teachers will progress monitor students with disabilities to determine effectiveness of interventions and plans.
Critical Initiative
  • Administrators, staff, students, and stakeholders will identify needs of Langdon Area Elementary School.
  • Leadership teams will be developed to address the needs of the elementary school. These teams will include administrators, staff, stakeholders, board members, and students when appropriate.
  • Leadership teams will meet regularly with agendas driven by data, surveys, and informal requests. Work product will be shared monthly at staff meetings and through newsletters.
Key Measures
  • Document of training
  • Documentation of staff meetings
  • Documentation of training opportunities
  • Documents of training opportunities
  • File Monitoring
  • Ongoing documentation of assessments and plans.
  • Suspension and expulsion data from schools
Key Measures
  • Langdon Area Elementary School Calendar
  • Staff Surveys
  • Stakeholder Surveys
  • Student Handbook
  • Student Surveys
  • Surveys
  • Teacher Cardinal Binders
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