Richland Elementary School

School Strategy Map

Map Name: 2023-2024 Richland Elementary School Continuous Improvement Plan
Time Period: 7/1/2023 - 6/30/2024
Vision

To empower and engage in ALL to succeed in an inclusive, student-centered environment that promotes learning and growth.  We will accomplish this by utilizing a standards-referenced curriculum that focuses on the overall development of academic skills, technology literacy and life skills.

Mission

Educating students to be responsible citizens and leaders.

Beliefs

We believe in a safe and supportive environment that fosters relationships and high expectations for all students.

Safe environment
Creating a nurturing and safe learning environment can help students grow and develop their physical, social and emotional wellbeing.
Differentiation
Increasing student engagement and student agency academically, socially and emotionally can lead to differentiation and student engagement.
Curriculum & instruction
Providing quality materials and instruction aligned to state priority standards can result in students' improved academic achievement.
Objectives
  • Students will be engaged in nurturing and safe learning environments that allow them to grow and develop their physical, social, and emotional wellb
Objectives
  • Improve student engagement and student agency (voice and choice) academically, socially, and emotionally.
Objectives
  • Provide ALL students with quality materials and instruction that is aligned to state priority standards in each content area.
Critical Initiative
  • Align appropriate assessments, support plans, accommodations and/or goals for students with social-emotional needs identifies in their 504 or IEP.
  • Continue to develop, evaluate, and train appropriate staff in Safety Care and BERT/DERT Procedures.
  • Create procedures for staff to respond to students identified as at-risk.
  • Implement differentiated mental wellness learning opportunities for staff.
  • Implement meaningful, relevant experiences to build efficacy in family engagement.
  • Provide professional development for social-emotional learning and curriculum-wide integration of SEL strategies.
  • Teach, model and monitor essential social and emotional standards to foster relationships between staff, students and families to support the whole learner.
  • Update Approaches to Learning on the report card (K-6)
  • Update Teacher and Student Handbooks to include school-wide positive behavior plan at each tier level.
Critical Initiative
  • Complete proficiency scales for all content areas.
  • Develop tiered training for certified employees
  • Implement building and district MTSS teams
  • Provide guidelines and implementation for learning pathways by defining an instructional framework (academic and behavioral).
  • Provide training to staff on analysis of benchmark assessment and formative data to make timely decisions on student pathways
  • Value and deepen PLCs for all educators.
Critical Initiative
  • Create a standard-based report card in grades K-6 that will align with ND State Standards in all content areas.
  • Implement daily instruction aligned to the priority standards
  • Implement weekly PLCs with teacher teams to analyze data, set goals, and collaborate on and learn from each other to enhance their teaching practice.
  • Prioritize state standards for each content area.
  • Select professional growth goals within the Marshall Evaluation Tool
  • Utilize instructional coach to facilitate weekly PLCs.
Key Measures
  • Attendance data
  • Behavior data
  • Minute meeting data (pre and post year)
  • Morning Meetings
  • Second Step fidelity check
  • SEL surveys
Key Measures
  • 504/IEP file reviews
  • Benchmark data (NDSA, STAR, AIMS)
Key Measures
  • Benchmark data (NDSA, STAR, AIMS)
  • List of prioritized standards & proficiency scales
  • Teacher evaluation data collection
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