Map Name: 2023-2024 Lincoln Elementary School Continuous Improvement Plan
Time Period: 5/1/2023 - 4/30/2024

Success for all! 


Provide positive learning experiences that meet academic and emotional needs of each child.


Our #1 Job: We Help Each Other Succeed

Communicate YOU Matter

Honor the Absent

See the Problem, Own the Problem

3R's: Respectful Responsible, and Ready to Learn

School Safety and Culture
Create a Safe and Supportive Culture
Collaborative Learning
Create a Collaborative Learning Environment
Create a Guaranteed and Viable Curriculum
  • Acknowledge the success and contributions of individuals and groups within the school (1.7)
  • Establish a safe and supportive school environment for students, parents, and the community (1.2)
  • Establish a safe, supportive, and orderly school environment for faculty and staff (1.1)
  • 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 and 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 and district Essential Standards. (3.1)
  • The school analyzes, interprets, and uses data to regularly monitor 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
Critical Initiative
  • Effective emergency preparedness plans to ensure the safety of all those entering the school.
  • Positive Behavioral Interventions and Supports: PBIS strategies will be utilized by all staff to build community in the school setting.
  • Promotion of positive staff culture and interactions.
  • Social Emotional Learning (SEL) will be incorporated into the school day.
  • Trauma Sensitive Schools (TSS) best practices will be implemented.
Critical Initiative
  • Involving staff to keep growing and improving as a school.
  • Professional Learning Communities (PLC) will meet regularly to make responsive decisions based on data.
  • Response To Intervention (RTI) protocols will be utilized by the staff to address the needs of students.
Critical Initiative
  • A school-wide universal data collection system will be developed and implemented around the yearly Leadership and grade/speciality PLC Teams SMART Goals based on the Essential Standards 3.5
  • PLC Teams will develop a scope and sequence document, indicating which essential standard will be taught. The order in which they will teach them and the tentativ plan for dates of instruction (3.1)
  • PLC Teams will develop and use common summative and 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 and 3.3
  • "PLC Teams will use their developed ""Unit Plans for Essential Standards"" to create Guaranteed and Viable student-friendly proficiency scales based on state and district standards 3.1 "
  • The 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 Schools 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 Leadership Team SMART Goals and grade/speciality PLC teams will be established in the school calendar for additional supports and resources as needed 3.4
Key Measures
  • Bully Prevention Student Survey
  • CHAMPS Monitoring Observations
  • Log of emergency drills.
  • Staff Perception Survey
  • Student Perception Survey
  • Survey and Self-Evaluation
Key Measures
  • Assessment data to influence decisions .
  • Meeting minutes and discussion logs
  • PLC notes/minutes
  • Staff Perception Survey
  • Student intervention/enrichment logs and data
Key Measures
  • HRS Surveys and Actions
  • Master Schedule
  • PLC notes/minutes
  • Progress Monitor and Analyze Data
  • Progress Monitoring Data Grid and Goal Reflection
  • SMART Goal Conferencing Individual / TEAMS
  • Student Self Monitor and Track Learning
Effective Instruction
Establish Effective Teaching in Every Classroom
Academic Improvement
Establish Standards Referenced Reporting
  • Teachers have opportunities to observe and discuss effective 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)
  • Clear & measurable goals are established & are focused on needs regarding improving achievement of individual students within the school. (4.1)
  • Data is analyzed, interpreted, and used regularly to monitor progress toward achieving goals for individual students.
Critical Initiative
  • Professional learning opportunities will be provided for staff.
  • Reflective practices will be demonstrated as a way to foster continuous improvement.
  • Reflective practices will be demonstrated as way to foster continuous improvement.
Critical Initiative
  • Our school has set goals for each student's achievement on state assessments, benchmark assessments, common assessments or on proficiency scales.
  • Smart goals will be developed schoolwide and per grade level to measure student progress.
  • Students track their progress and update their status on each of the proficiency scales.
  • Teachers will use the district-wide Essential Standard Proficiency Scales in math, writing, and reading unit plans.
Key Measures
  • Assessment data to influence decisions
  • summaries of teacher discussion following rounds
  • Teachers can describe most recent evaluation data
Key Measures
  • Assessment data to influence decisions .
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: