Map Name: 2020-2021 West Elementary School Continuous Improvement Plan
Time Period: 5/1/2020 - 5/31/2021
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.

Guaranteed and Viable
Providing a guaranteed and viable curriculum will ensure students have equal opportunity to learn rigorous content and achieve at high levels.
Safe and Supportive
Providing support and services will promote positive school climate, social and emotional learning, and mental health and well-being will ensure everyone feels safe and supported at school.
Effective Teaching
Student achievement will improve by ensuring all students receive high quality, equitable, and relevant learning experiences through active student engagement.
Objectives
  • Create academic proficiency scales and social emotional learning priority standards.
Objectives
  • Create & implement comprehensive social emotion learning, mental health initiatives, & safety drills
Objectives
  • Implement highly effective strategies in every classroom.
Critical Initiative
  • Integrate data obtained from proficiency scales with the Multi-tiered system of Supports - MTSS A/B initiative
  • Design coaching feedback to improve instructional practices and to integrate data obtained from proficiency scales with the Multi-tiered system of Supports - MTSS A/B initiative
  • Create times in which staff collaborate with an instructional coach and peers to increase knowledge of curriculum, proficiency scales, and social/emotional competency to drive student goal setting.
  • Provide high quality and ongoing Professional Development to deepen understanding of how to effectively create and use proficiency scales.
Critical Initiative
  • Establish and practice protocols for emergency situations.
  • Establish and practice schoolwide expectations and procedures.
  • Provide social emotional learning opportunities for students.
  • Implement professional learning sessions for social and emotional learning.
Critical Initiative
  • Establish practices to monitor and reflect on predominant instructional practices at West.
  • Implement professional development to develop a strong understanding of the instructional strategies outlined in the Instructional Model.
  • Create methods of providing teachers with coaching feedback designed to improve instructional practices
Key Measures
  • Classroom observations for implementation
  • Staff, Student, and Family surveys
  • Dates and topics from delivered lessons
  • Emergency Drill logs
  • Mental Health Impacts data
  • Monthly PLC, District PD, & building PD sessions
  • PLC meeting notes and agenda
  • Emergency Manual & Materials
  • PBIS School Expectations
  • Mandatory Class Meetings and Lessons
  • Decision Making Matrix
  • Building and District Committee teams
  • Grade Level Academic Data Grids
  • West Team Leader Agenda/Notes
  • Increased use of behavioral assessments
  • Increased use of intervention evidence
  • Decreased use of seclusion & restraint procedures
  • Feedback from Instructional Rounds
  • Examples: teachers implementing proficiency scales
  • PLC notes & Early Release Calendar
  • Student data improving on MTSS Data Logs
  • Student goal setting form and relevant artifacts
  • MTSS-A/B Student folders
  • Classroom Data Grid
  • Classroom Observation
  • Instructional Framework Matrix
  • Observation Feedback and Coaching results
  • Alternate Marzano Evaluation Model
  • Develop Instructional Coaching in all classrooms
  • MTSS A/B student folders
  • PD documentation, summary of coach notes
  • Morning reading each day from 8 to 8:20
  • Students read @ home 20/min a day, 5 days a week
  • PLC Notes and meetings
  • Classroom observations
  • Class meeting documentation
  • Observation and coaching feedback
Key Measures
  • West Team Leader Agenda/Notes
  • Grade Level Academic Data Grids
  • Building and District Committee teams
  • Decision Making Matrix
  • Mandatory Class Meetings and Lessons
  • PBIS School Expectations
  • Emergency Manual & Materials
  • Monthly PLC, District PD, & building PD sessions
  • PLC meeting notes and agenda
  • Mental Health Impacts data
  • Emergency Drill logs
  • Dates and topics from delivered lessons
  • Staff, Student, and Family surveys
  • Classroom observations for implementation
  • Decreased use of seclusion & restraint procedures
  • Increased use of intervention evidence
  • Increased use of behavioral assessments
  • Student goal setting form and relevant artifacts
  • Student data improving on MTSS Data Logs
  • PLC notes & Early Release Calendar
  • Examples: teachers implementing proficiency scales
  • Feedback from Instructional Rounds
  • PLC Notes and meetings
  • Classroom observations
  • Students read @ home 20/min a day, 5 days a week
  • Morning reading each day from 8 to 8:20
  • PD documentation, summary of coach notes
  • MTSS A/B student folders
  • Develop Instructional Coaching in all classrooms
  • Alternate Marzano Evaluation Model
  • Observation Feedback and Coaching results
  • Instructional Framework Matrix
  • Classroom Observation
  • Classroom Data Grid
  • MTSS-A/B Student folders
  • Observation and coaching feedback
  • Class meeting documentation
Key Measures
  • Staff, Student, and Family surveys
  • Classroom observations for implementation
  • Dates and topics from delivered lessons
  • Emergency Drill logs
  • Mental Health Impacts data
  • Monthly PLC, District PD, & building PD sessions
  • PLC meeting notes and agenda
  • Emergency Manual & Materials
  • PBIS School Expectations
  • Mandatory Class Meetings and Lessons
  • Decision Making Matrix
  • Building and District Committee teams
  • Grade Level Academic Data Grids
  • West Team Leader Agenda/Notes
  • Increased use of behavioral assessments
  • Increased use of intervention evidence
  • Decreased use of seclusion & restraint procedures
  • Feedback from Instructional Rounds
  • Examples: teachers implementing proficiency scales
  • PLC notes & Early Release Calendar
  • Student data improving on MTSS Data Logs
  • Student goal setting form and relevant artifacts
  • MTSS-A/B Student folders
  • Classroom Data Grid
  • Classroom Observation
  • Instructional Framework Matrix
  • Observation Feedback and Coaching results
  • Alternate Marzano Evaluation Model
  • Develop Instructional Coaching in all classrooms
  • MTSS A/B student folders
  • PD documentation, summary of coach notes
  • Morning reading each day from 8 to 8:20
  • Students read @ home 20/min a day, 5 days a week
  • PLC Notes and meetings
  • Classroom observations
  • Class meeting documentation
  • Observation and coaching feedback
Collaborative
Teachers work in collaborative teams to improve student learning.
Objectives
  • Establish collaborative teams focused on improving student achievement and celebrating success
Critical Initiative
  • Implement process to establish and maintain Professional Learning Communities (PLC).
  • Analyze data to improve school wide academic and behavior support systems (MTSS-A and MTSS-B)
  • Establish protocols for shared decision making, celebrating success of students and staff
Key Measures
  • West Team Leader Agenda/Notes
  • Grade Level Academic Data Grids
  • Building and District Committee teams
  • Decision Making Matrix
  • Mandatory Class Meetings and Lessons
  • PBIS School Expectations
  • Emergency Manual & Materials
  • PLC meeting notes and agenda
  • Monthly PLC, District PD, & building PD sessions
  • Emergency Drill logs
  • Mental Health Impacts data
  • Dates and topics from delivered lessons
  • Staff, Student, and Family surveys
  • Classroom observations for implementation
  • Increased use of intervention evidence
  • Decreased use of seclusion & restraint procedures
  • Increased use of behavioral assessments
  • Student goal setting form and relevant artifacts
  • Student data improving on MTSS Data Logs
  • PLC notes & Early Release Calendar
  • Feedback from Instructional Rounds
  • Examples: teachers implementing proficiency scales
  • Classroom observations
  • PLC Notes and meetings
  • Students read @ home 20/min a day, 5 days a week
  • Morning reading each day from 8 to 8:20
  • PD documentation, summary of coach notes
  • MTSS A/B student folders
  • Develop Instructional Coaching in all classrooms
  • Alternate Marzano Evaluation Model
  • Observation Feedback and Coaching results
  • Classroom Observation
  • Classroom Data Grid
  • Instructional Framework Matrix
  • MTSS-A/B Student folders
  • Class meeting documentation
  • Observation and coaching feedback
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