School Innovation and Improvement Plan

An at-a-glance look at outcome goals for this academic school year

Targeted: By Spring 2025, all students with disabilities(SWD) in grades 1-3 will meet their within-year growth target on iReady reading or VALLS.
Universal: By Spring 2025, students in grades 1-3 will increase their one-year typical reading growth from Fall/Winter to Spring on their iReady Reading Assessment or VALLS from 72% to 75%.
- Strategy 1: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology by using the new core curriculum.
- Strategy 2: Increase use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.
- Strategy 3: Increase opportunities for students to develop oral language through pair and small group structures that promote engagement.

Targeted: By Spring 2025, the percentage of students in grades 1-6 demonstrating expected screener within-year growth will increase from 55% to 61% as measured by the iReady Screener.
Universal: By Spring 2025, the percentage of Students with Disabilities demonstrating expected screener within-year growth will increase from 56% to at least 61% as measured by the iReady Screener.
- Strategy 1: Increase teacher's implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
- Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
- Strategy 3: Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole group and small group instruction.

By Spring 2025, at least one additional grade level will join grades 2 and 5 in conducting a Presentation of Learning based on their POG work and reflection pieces.
- Strategy 1: Dedicate time for regular student reflection such as turn and talks, quick writes, or silent thinking to self - to process the POG skills they utilized during meaningful learning experiences and consider how they can continue to grow.
- Strategy 2: Create opportunities for students to share their growth in a POG POL
- Strategy 3: Make explicit connections to POG skills and attributes in daily lesson