Century Elementary School

School Strategy Map

Map Name: 2024-2025 Century Elementary School Continuous Improvement Plan
Time Period: 6/1/2024 - 5/31/2025
Vision

We provide diverse and meaningful experiences for all learners in a safe and supportive environment by fostering curiosity, inquiry, and innovation.  We grow and learn together by embracing change and taking risks.

Mission

Growing together to enrich the world.

Beliefs

We believe strong relationships in our schools and community will result in developing connected, innovative learners, grounded by strong character.

Safe and Supportive
A positive school climate that prioritizes social and emotional learning, belonging, well-being, and safety protocols will ensure everyone is safe and supported at school.
Schoolwide Title I
Enable all students in our building to meet high standards
Achievement for All
Ensuring access and belonging for all students while eliminating disparities based on students' diverse racial, ethnic, and economic backgrounds will increase student academic achievement.
Objectives
  • Create and implement comprehensive social emotional learning and mental health initiatives.
  • Increase the amount of behavior-specific praise that the teacher provides for the classroom, for groups of students, and for individual students.
  • Provide a positive school climate that prioritizes social and emotional learning, belonging, well-being, and safety protocols.
Objectives
  • All Century K-5th Gr students will demonstrate growth in Reading and Math by 05/31/2024 as measured by the STAR and NDSA
Objectives
  • Ensure access and belonging for all while eliminating disparities based on student groups to increase academic achievement.
Critical Initiative
  • Assess and improve a safe and supportive school climate and culture through a DEIB lens
  • Establish and practice protocols for emergency situations.
  • Establish and practice schoolwide expectations and procedures.
  • Implement professional learning sessions for social and emotional learning and cultural competency
  • Implement professional learning sessions for social emotional learning.
  • Implement professional learning sessions on the impact of praising positive behavior.
  • Provide social emotional learning and cultural opportunities for students
Critical Initiative
  • Family Engagement
  • Implement Instructional Framework and Curriculum Resources
  • Multi-Tiered System of Supports- MTSS
  • PLCs
  • Professional Development
  • Really Great Reading, Heggerty, Benchmark Advance, Everyday Math
  • Schoolwide Reading and Math Instruction Blocks
  • Science of Reading
  • Small Group Targeted Reading Instruction
  • Strategies for Assisting Preschool Students
Critical Initiative
  • Implement evidence-based teaching strategies that increase access for all to rigorous learning experiences
  • Notice when students are not engaged and adapt instruction
Key Measures
  • Behavior Incident Reports
  • Classroom morning meetings
  • Dates and topics from delivered lessons
  • Decreased demonstration of disruptive behaviors
  • Decreased restraint
  • Decreased use of seclusion & restraint procedures
  • Emergency drill logs
  • Emergency manual
  • Emergency Response Team
  • Increased demonstration of positive behaviors
  • Increased FBA, BIP, Social Skills
  • Increased positive praise during each class period
  • Increased use of behavioral assessments
  • Increased use of intervention evidence
  • Lockdown drill roll call spreadsheet
  • MTSS-B Process
  • Panorama Survey
  • PBIS Assemblies
  • PBIS Posters
  • PBIS student handouts
  • Quick reference emergency guide (flip chart)
  • School behavioral supports
  • School Resource Officer Support
  • School-wide Behavior Matrix
  • SEL Train the Trainer PD sessions
  • Signs/posters promoting social emotional wellness
Key Measures
  • Building PLC and PD notes and agendas
  • Classroom Observation
  • Classroom observations
  • Communication in a variety of ways
  • District/school PD training outline and attendance
  • Headstart/ECSE Transition meetings
  • Implement required resources with fidelity
  • Implementation of literacy initiative
  • Increase All Ethnic Groups in Math Fall to Spr.
  • Increase All Ethnic Groups in Reading Fall to Spr.
  • Increase STAR Math from Fall to Spring
  • Increase STAR reading from Fall to Spring
  • Instructional framework matrix
  • Kindergarten Registration
  • Lit Block mins per grade level on master schedule
  • Morning Reading program at school
  • NDSA
  • Number of students in Intro. to Kindergarten
  • Observation and coaching feedback
  • Open House
  • Parent Teacher Conference Schedule
  • Parent-teacher conferences
  • PLC Meetings
  • Schedule for all teachers to participate
  • Scheduled family engagement activities
  • Seesaw
  • Small group instruction based on data/student need
  • Staff goals are aligned to the Instructional Model
  • Star CAT and CBM data
  • Student Diagnostic Data
Key Measures
  • Increase All Ethnic Groups in Math Fall to Spr.
  • Increase All Ethnic Groups in Reading Fall to Spr.
  • Increase STAR Math from Fall to Spring
  • Increase STAR reading from Fall to Spring
Guranteed and Viable
Implementing a guaranteed and viable curriculum will ensure students master grade level content standards.
Effective Teaching
Student achievement will improve by ensuring all students receive high quality, rigorous, equitable tier one instruction focused on eliminating the opportunity gap.
Objectives
  • Implement a guaranteed and viable curriculum to ensure students master grade-level priority standards.
Objectives
  • Implement quality T1 instruction and provide appropriate, effective T2 and T3 supports so that all students master grade-level priority standards.
  • Increase the number of teacher-directed opportunities for students to respond during instruction.
Critical Initiative
  • Create time in which staff collaborate with an Instructional Coach and peers to increase knowledge of curriculum proficiency scales .
  • Establish PLCs
  • Instructional Design Coach meets with teachers to discuss professional growth aligned with instruction.
  • Provide professional development to deepen understanding of how to effectively use proficiency scales
Critical Initiative
  • Academic Engagement and Strategies for Student Success
  • Continue providing teachers with coaching feedback designed to improve instructional practices
  • Develop professional development and support systems to ensure teachers understand and can implement the framework
  • Implement our Instructional Framework.
  • Implement professional learning sessions on the impact of increasing the response rate for all students.
  • Innovation and Creativity
  • Instructional Rounds
  • Predominant instructional strategies are monitored
  • Professional Learning and Technology
Key Measures
  • Compendium Instructional Strategies
  • District Grade Level Meetings
  • District proficiency scale collaboration
  • District Proficiency Scales
  • Growth goal meetings
  • Instructional framework matrix
  • Instructional Rounds
  • NDSA
  • Observation and coaching feedback
  • PLC collaboration
  • PLC meeting agendas and notes
  • PLC Meetings
  • Schedule for Instructional Design Coach
  • Self-monitoring goal forms
  • Star CAT and CBM data
Key Measures
  • Building PLC and PD notes and agendas
  • Chart number of instructional strategies used
  • Classroom Observation
  • District/school PD training outline and attendance
  • Goal setting meetings and support
  • Implementation of literacy initiative
  • Increased individualized, timely feedback
  • Increased monitoring of response rates
  • Increased student response rates
  • Instructional framework matrix
  • NDSA
  • Observation and coaching feedback
  • Schedule for all teachers to participate
  • Schedule for Instructional Design Coach
  • Staff goals are aligned to the Instructional Model
  • Star CAT and CBM data
  • Student Diagnostic Data
  • Use of Instructional Framework
  • Use of STEM materials by classroom teachers
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