Roosevelt Elementary School

School Strategy Map

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

Prepare students for tomorrow's challenges by practicing collaboration, communication, creativity, and critical thinking

Mission
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""Engaging students with challenging and innovative experiences to prepare them for future success.""

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Beliefs
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JPS values strong relationships between students, staff, parents, and the community. By engaging students with a rigorous and relevant curriculum, we will deliver a high quality of instruction by leveraging innovative experiences. ""Learning For All"" will be the central value that guides our efforts.

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Social/Emotional Learning
A safe an orderly environment, with effective social and emotional learning to support the needs of all students, and a systematic approach to ensure consistent behavioral expectations is a necessity.
Professional Learning
Effective professional development must be collaborative, job-embedded, ongoing and supported. All staff members must be engaged in the process of continuous professional growth.
Activities Engagement
School experience that includes the opportunity to participate/excel in diverse and high quality activities will enhance student learning and help mold students to positively impact their communities.
Objectives
  • Provide comprehensive district-wide emergency procedures in partnership with local agencies.
  • Students will manage emotions, set positive goals, show empathy for others, establish positive relationships, and make responsible decisions.
Objectives
  • Develop a professional learning plan based on the recommendations made in the Literacy Lens Audit.
  • Developing and sustaining a high-quality governance structure. Utilize strategies to support effective governance competencies to build board capacity
  • Opportunities for the professional development of support staff will be targeted and implemented as appropriate.
  • Recognize and use regular, job-embedded professional development as a critical component to high-quality instruction and professional growth.
Objectives
  • Provide meaningful opportunities through a diverse offering of activities for all students.
Critical Initiative
  • A task force, representative of buildings/levels, School Resource Officer, emergency services, and the administrative team, will be formed to review policies and emergency procedures.
  • Assess existing school culture measures (i.e., Nurtured Heart at K-5) and develop expectations across the K-12 continuum.
  • Each school will develop a relationship building strategy to enhance employee interactions resulting in stronger, professional relationships among staff members.
  • Each school will implement a relationship-based approach to enhance teacher to student, peer to peer relationships in their buildings.
  • Expand the MTSS-B Framework to address the social and emotional learning needs of all students.
  • Identify and utilize the appropriate curriculum to encourage a growth mindset in our students and staff.
Critical Initiative
  • Conduct local professional development, across the 6 Competencies of Effective Governance, embedded into school board meetings.
  • Create a guaranteed and viable k-12 curriculum for reading/English language arts instruction.
  • Create and implement a school board self-assessment that includes a perspective on both individual and collective board governance.
  • Develop a detailed, well-communicated Literacy Framework which communicates what is expected of educators to move toward higher student literacy achievement.
  • Develop, implement, and sustain a viable instructional/literacy coaching model.
  • Enrich classroom and school literacy environments so that the focus on literacy is ever-present throughout the school district.
  • Establish a systemic and sustainable model to develop teacher-leaders through a Teacher Leadership Academy.
  • Establish Professional Learning Communities (PLCs) in each of the buildings to focus on the essential questions of high functioning PLCs.
  • Examine K-12 literacy access to ensure that students and teachers have the appropriate resources to be highly engaged in literacy initiatives.
  • Formalize a professional development plan for each school year.
  • Include specific areas within the annual professional development plan for support staff
  • Increase opportunities to engage with community partners.
  • Maintain school board goals/norms, separate from strategic planning goals.
  • Provide professional development, as appropriate, to support staff.
  • Revise the orientation process for new school board members.
  • Undertake comprehensive professional development in balanced literacy for administrators and coaches.
Critical Initiative
  • Create an activity leadership team, through the direction of the activity directors and in collaboration with the superintendent, to share stakeholder perspectives and guide decision-making.
  • Ensure opportunities exist that support the components of 21st Century Learning (Collaboration, Critical Thinking, Communication, and Creativity).
  • Review activities to ensure robust opportunities for all students, including, but not limited to, the feasibility of e-gaming and inclusive sports.
Key Measures
  • Curriculum Document
  • Emergency policies report
  • Emergency Procedures Handbook
  • Relationship Strategies List
  • Task Force members list
  • Teacher survey
Key Measures
  • Annual review summary document
  • Board Orientation Document
  • Classroom and school library inventories
  • Committee roster
  • Instructional Coaching brochure
  • Learners outcomes document
  • Literacy Framework document
  • Meeting Agenda
  • PD Committee Membership roster
  • PD Survey
  • PD Survey Data
  • PLC Monitoring Report
  • Professional Development Plan
  • Revised Literacy Framework document
  • Roster of TLA participants/graduates
  • School Board Report
Key Measures
  • Coaches/directors survey
  • Engineering Pathway document
  • Funding structures Report
  • Leadership Team members list
  • Student Survey
Academic Engagement
Skills of collaboration, communication, creativity and critical thinking are essential to support students ability to meet or exceed state standards and individual learning goals in all content areas.
Objectives
  • Prepare students for 21Century Readiness by integrating strategies like; PBL, STEM, and robotics, and develop pathways aligned to 21Century workforce
  • Use a standards-based education model to deliver curriculum adapted to meet the ND State Standards.
  • Utilize the Marzano Teacher Evaluation System to target effective engagement strategies. Build capacity for high-quality literacy instruction
  • Work with stakeholders from the district, early childhood partners, Literacy Coalition to implement the action plans and activities for the SRCL grant
Critical Initiative
  • Develop a dynamic and articulated K-12 curriculum that prioritizes both horizontal and vertical alignment.
  • Develop and implement an action plan for all stakeholders to increase shared understanding of the compelling reasons and pathways for enhancing 21st Century readiness.
  • Establish and maintain a curriculum review cycle, which ties to budget priorities.
  • Establish partnerships and relationships with non-profits and area businesses to support student success in academics and activities.
  • Explore ways to enhance relevance by connecting our challenging learning experiences to community resources and opportunities.
  • Increase the integration of technology as a learning tool for students and staff.
  • Monitor curriculum implementation to ensure consistency across and between grade levels.
  • Provide professional learning in developing success skills and mindsets within deeper and challenging learning experiences across the district.
  • Provide professional learning, to ensure that challenging learning experiences are embedded in all courses.
  • Provide relevant professional development based on areas of greatest need in instructional development based on the Marzano Teacher and Leader Evaluation Framework.
  • The Literacy Coordinator will work in collaboration with early childhood partners to implement the activities within the action plans from the birth to age 5.
  • The Literacy Coordinator will work in collaboration with school personnel to implement the activities within the action plans for Grades K-12, which include the enhancement of the MTSS system.
  • Unpack district priority standards with instructional staff to define grade level priority standards and essential learnings.
  • Use SEEC and Solution Tree activities to enhance the ability of principals and teachers to analyze best instructional practices, provide high-quality & actionable feedback to build pedagogical growth
  • Utilize Professional Learning Communities (PLCs) with a focus on the 4 Essential Questions.
Key Measures
  • Action Plan
  • Community Partner List
  • Curriculum Review Cycle document
  • Marzano Observation Data Analysis
  • Principal observations
  • Professional Development Plan
  • School Board Report
  • SRCL Report
  • Teacher survey
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