Map Name: 2023-2024 Jefferson Elementary School Continuous Improvement Plan
Time Period: 5/1/2023 - 6/3/2024

Success for all!


Prepare all learners for life-long success through a safe, collaborative, and innovative learning community.  


We believe in collective responsibility, the importance of communication, positive school culture, high quality learning environments, integrity, reliability, the importance of fostering relationships, student proficient mastery of learning, and healthy minds and bodies of staff and students.   

Collaborative Learning
Create a Collaborative Learning Environment
Create a Guaranteed and Viable Curriculum
School Safety and Culture
Create a Safe and Supportive Culture
  • Collaborative teams regularly interact to address common issues. (1.4)
  • Stakeholders have formal ways to provide input regarding the optimal functioning of the school. (1.6)
  • Teachers and staff have formal ways to provide input regarding optimal school functions. (1.5)
  • Teachers are involved in specific decision making processes regarding school initiatives. (1.3)
  • All Students have the opportunity to learn the critical content of the curriculum in the time that is available. (3.2 & 3.3)
  • Establish appropriate school and classroom level programs and practices to help students meet individual achievement goals when data indicates. (3.6)
  • School Curriculum and accompanying assessments adhere to state the district Essential Standards. (3.1)
  • The school analyzes, interprets, and uses data to regularly monitors progress towards goals. (3.5)
  • The school established clear and measurable goals that are focused on critical needs regarding improving overall student achievement (3.4)
  • Acknowledge the success and contributions of individuals & groups within the school. (1.7)
  • Acknowledge the success and contributions of individuals and groups within the school (1.7)
  • Establish a safe and supportive school learning environment for students, parents, and the community (1.2)
  • Establish a safe, supportive, & orderly school environment for faculty and staff. (1.1)
  • Establish school-wide emergency procedures. (1.2)
  • Establish school-wide routines and procedures (1.1)
Critical Initiative
  • All parents are invited to be involved in giving input and perspectives in regards to decisions being made with school initiatives. (1.3)
  • All parents are invited to be involved in Parent Input meetings to give input and perspectives in regards to the functioning of the school. (1.6)
  • All parents are sent a link to participate in various online school surveys during the school year pertaining to the functioning and perspectives of the school. (1.6)
  • "An ""Online"" Community ""Suggestion"" and ""Celebration Box"" have been created for stakeholders to have informal and formal ways to provide feedback about the optimal functioning of the school. (1.6)"
  • Classroom teachers meet for extended time (60 uninterrupted minutes), every 5 days in a grade level Professional Learning Communities to address common issues during the instructional day. (1.4)
  • GCLT, PBIS Team, and RTI Teams meet at least monthly to support critical initiatives, student academic interventions, and student behavior at our building. (1.4)
  • Specialists (ID, ED, LD, SLP, EL, Literacy Coaches, PE, Music, GT, and Counselor, etc.) will attend one PLC per month or as needed based on the need of the group. (1.4)
  • Teachers and Staff are involved in various teams who meet monthly to give input and perspectives in regards to decisions being made with school initiates. (1.3)
  • The GCTL team members which consist of a teacher representative of each grade level and school specialists meet regularly with administration regarding school initiatives. (1.5)
Critical Initiative
  • A school-wide universal data collection system will be developed and implemented around the yearly GC Leadership & grade/specialty PLC Teams SMART Goals based on the Essential Standards. (3.5)
  • PLC Teams will develop a scope & sequence document, indicating which essential standards will be taught, the order in which they will teach them, and the tentative plan for dates of instruction. 3.1
  • PLC Teams will develop and use common summative & formative student assessments addressing the common Essential Standards. (3.1)
  • PLC Teams will have adequate time to teach and reteach, and reassess students on the Essential Standards or topics as necessary. (3.2/3.3)
  • PLC Teams will identify the priority Essential Standards for specific curriculum topics and when they will teach these topics. (3.2/3.3)
  • "PLC Teams will use their developed ""Unit Plans for Essential Standards"" to create Guaranteed & Viable student friendly proficiency scales based on state and district standards. (3.1) "
  • The GC (Guiding Coalition) Leadership Team will develop a Master Schedule that allows for CORE instruction, interventions, extensions, and embedded Teacher PLC time during the school day. (3.6)
  • The School's GC Leadership Team and grade/specialty PLC teams will establish and share schoolwide academic and behavioral SMART Goals and results for each school year in the SMART Goal Format. (3.4)
  • Trimester reviews of the GC Leadership Team SMART Goals and grade/specialty PLC teams will be established in the school calendar for additional supports and resources as needed. (3.4)
Critical Initiative
  • All staff will learn, teach, and implement Zones of Regulation strategies for all students to improve self-regulation. A safe spot and basket with tools will be provided for student use. (1.2)
  • All staff will use Staff Shout-outs to recognize certified and classified accomplishments throughout the year. Staff Shout-outs are recognized as a positive interaction between staff (1.7)
  • Classroom Expectations & CHAMPS procedures will be used to provide: Clear expectations, that can be observed, & corrected fluently, by all staff for student success in all areas of the school. (1.2)
  • "Classrooms who show positive lunchroom behaviors and good manners, can earn a Lunchroom ""Golden Ticket."" At the Monthly All-School Assembly a winner will be drawn for a special party. "
  • Consistency of Staff modeling the 8 Keys of Excellence Character Pillars: Our job is to model, promote, and recognize students and staff members who show these Keys. (1.1)
  • Positive Behavioral Interventions and Supports: PBIS strategies will be utilized by all staff to build community and acknowledge positive student behavior and academic success. (1.1)
  • Positive Behavioral Interventions and Supports: PBIS strategies will be utilized by all staff to build community and acknowledge positive student behavior and academic success. (1.2)
  • Positive Behavioral Interventions and Supports: PBIS strategies will be utilized by all staff to build community and acknowledge positive student behavior and academic success. (1.7)
  • Provide information and clarification of the DPS District ALICE safety plan. (1.2)
  • Provide Information and clear expectations for PBIS School Wide Procedures (ie: lunchroom, arrival, dismissal, and hallway) to all school personnel. (1.2)
  • Provide information and clear expectations of emergency procedures to all school personnel. (1.2)
  • Staff will recognize good student behavior or demonstrating the Keys of Excellence with Student Shout-outs and will be entered into a monthly drawing at All School Assemblies. (1.7)
  • "Students who are showing above and beyond behaviors of the Keys of Excellence can earn a ""PAWS-itive Inflencer"" Sheet, student are then selected for the ""This Is It"" Kid of the month. (1.7)"
  • The social committee and/or the PBIS committee will plan, provide, and implement the activities for staff and students. (1.1)
Key Measures
  • Established Matrix is Reviewed with all staff
  • Parent input information will be shared publicly
  • Parent Perception Surveys (1.6)
  • Review of Meeing Agendas & Minutes (1.4)
  • Review of Meeting Agendas & Minutes posted (1.4)
  • Review of Meeting Agendas & School Data
  • Review of Meeting Minutes for who attened (1.6)
  • Review of Meeting Minutes monthly (1.4)
Key Measures
  • Appropriate School Programing 3.6
  • Data Analysis 3.5
  • Established Scope and Sequence Document 3.1
  • Goal Setting 3.4
  • Grade Level Common Assessments on ES 3.1
Key Measures
  • DPS Proficiency Scales for SEL
  • Safe, Supportive Learning and Work Environment
Effective Instruction
Establish Effective Teaching in Every Classroom
Academic Improvement
Establish Standards-Referenced Reporting
  • Teachers have opportunities to observe and discuss effectives teaching. (2.6)
  • Teachers work to continually enhance their skills through reflection and professional growth. (2.2)
  • The school communicates a clear vision as to how teachers should address instruction. (2.1)
  • The school provides teachers with clear ongoing evaluations based on multiple sources of data. (2.4)
  • The school provides teachers with job-embedded professional development. (2.5)
  • 4.1-The school establishes clear and measurable goals focused on critical needs regarding improving the achievement of individual students.
Critical Initiative
  • Each year teachers must complete a self-evaluation based on the Charlotte Danielson Framework Components to decide where their personal goals should be after discussion with administration. (2.2)
  • Each year teachers must complete an action plan on their determined Personal Goal Areas. Teachers then report on this plan to other accountability partners and school administrator. (2.2)
  • Establish opportunities for teachers to observe other teachers within the school, and then reflect on these observed skills of best practices and how to implement these in their own classroom. (2.2)
  • Teachers are provided access to Professional Development district trainings before, during, and after the school year. (2.1)
  • Teachers are provided materials, district professional development, and resources as needed to improve quality of instruction based on school-wide goals. (2.5)
  • Teachers are provided opportunities for Book Studies to improve instructional practices, depth of knowledge, and student engagement yearly. (2.2)
  • "Teachers have and are continually trained on ""best instructional practices"" to increase student engagement in all curriculum areas. (2.1) "
  • Teachers have multiple observations using the Charlotte Danielson Framework, from an administrator (ie: walk throughs, announced/unannounced observations.) (2.4)
  • Teachers have the opportunity to observe other classrooms in their building & within the district. Teachers & a Literacy Coach will meet prior & after the observation to debrief. (2.6)
  • Teachers new to the district participate in a literacy coaching cycle of their choosing with the school assigned Literacy Coach. (2.1)
  • Teachers use formal and informal assessments to drive instruction and the resources used to meet the needs of students. (2.1)
  • Teachers will work with the School Literacy Coach during the course of the year. (2.5)
  • Teachers work in PLC Teams to establish Prioritized/Essential Standards that students need to know and be able to do for each trimester. (2.1)
Critical Initiative
  • Teachers will develop and implement student-friendly Essential Standards Proficiency Scales in the areas of reading, writing, and math instruction to monitor student growth. (4.1)
  • Teachers will use the district-wide Essential Standard Proficiency Scales in reading & math, when developing unit plan instruction while monitoring student mastery of proficiency. (4.1)
Key Measures
  • Monitor and Record Observational Cycles (2.6)
  • Montior and Record Literacy Coaching Cycles (2.5)
  • Observed during walk throughs and evaluations
  • Observed during walk throughs and evaluations 2.1
  • Observed during walk throughs and evaluations 2.2
  • Observed during walk throughs and evaluations 2.4
  • Observed during walk throughs and evaluations 2.6
  • Personal Goal Growth Action Plans (2.2)
  • Review & Update Binder of grade level assessments
  • Review & Update Binder of grade level standards
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: