School Improvement Plan

Strategic Plan Goal Area 1: Safe & Thriving

Strategic Plan Outcome: Every Student Thrives Socially and Emotionally
Strategic Plan Measure: % of students reporting there is at least one adult who really cares about them.
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): By the end of the school year, 98% of students will report that there is at least one adult who really cares about them. (up from 92%)

Available Leading Indicators for this Measure:

Pre & Post Data from the school-created K-5 survey designed to capture students' thoughts and feelings about belonging at school and adults who care about them.
Increase the percentage of regular attenders at each marking period (Early Warning Reports) (currently 74.9% on State Report card).

Strategic Plan Strategy: Explicitly implements practices at each school to support student social, emotional and mental health.

Action: All Staff Book Study: The Restorative Practices Handbook, Smith, Fisher & Frey

Timeline: 23-24 School year - Monthly Staff Meetings
Lead Person Responsible: Pleau & Parker
Resources:
- The Restorative Practices Handbook, Smith, Fisher & Frey
- Sato's Sudent Conduct and Success Plan
- In-Person & Guided In-depth Staff Meetings
- Social Emotional Learning (SEL) Committee
- Include Classified staff in this work to increase capacity for all staff.
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Staff reflections and feedback indicate a deeper understanding of how to cultivate a Restorative culture school wide.
- Sato's Student Conduct and Success Plan document is collaboratively revised and reflects staff learning and collective buy-in to Restorative Practices.
- Education for parents about Restorative Practices and its impact on the school and/or greater community.
- Creation of a measure that can be used K-5 which provides pre/post data for measuring students thoughts/feelings about school. We will look into translating this into multiple languages.

Action: Engage the Sato Community (Students, Staff and Families) in two-way positive communication practices.

Timeline: 23-24 School Year
Lead Person Responsible: Admin. Teams, Staff & Families
Resources:
- Staff are encouraged to provide regular and consistent positive communication to families (Phone Calls & ParentSquares)
- When possible time from staff meetings and professional development will be given as a support.
- Families will be encouraged to provide positive feedback to staff via a Form regularly included in the Raccoon Register and other school communications (QR codes at family events for example)
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Staff Survey to record frequency and consistency of this effort, as well as anecdotal outcomes and the impact on classroom community and relationships with families.
- Family Survey will see an increase in the following questions:
  - The school encourages feedback from parents and community (72%)
  - Staff at this school work hard to build trusting relationships with families (81%)
  - Staff at this school really try hard to understand families' problems and concerns (75%)

Action: The Sato Behavior Health and Wellness Team (BHW) will streamline systems, structures and routines that support students and staff with behavior and attendance, specifically the Kid Study Team (KST) process and Attendance protocol.

Timeline: 23-24 School Year
Lead Person Responsible: The Sato Behavior Health and Wellness (BHW) Team, Counselors, Student Success Coach, Academic Coach, School Psych, Social Worker, School Nurse, Rotating Teams of Teachers
Resources:
- Behavior Health and Wellness (BHW) Weekly Team Meetings
- Collaboration with grade level teams:
  Kid Support Team (KST) & Behavior Health and Wellness (BHW)
- Develop a Attendance process and protocol, as monitored by Behavior Health and Wellness (BHW) using Synergy
- Regular Attendance articles and support in the Raccoon Register Newsletter
- Consider cultural components and implement continued education to families in Raccoon Register around attendance
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
- Staff Surveys indicate an understanding of the Behavior Health and Wellness (BHW) and the Kid Support Team (KST) processes that support students in their classroom
- A review and analysis of Behavior Health and Wellness (BHW) outcomes: Special Education Team (SET), Kid Support Team (KST) or resolved referrals
- Improved Student Attendance
- A review of the Pre/Post student survey data

Strategic Plan Goal Area 2: Progress on Standards

Strategic Plan Outcome: All students demonstrate progress toward, and achievement, of the standards
Strategic Plan Measure: % of students in grades 3-8 reporting proficiency on the state Math test
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely): By the end of 3rd Grade, 80% of 3rd Grade Students will demonstrate proficiency on the state math test (Up from 74.2%)

Available Leading Indicators for this Measure:

Semester 1 math progress report marks

Strategic Plan Strategy: Implement strong multi-tiered systems of support for students' academic needs

Action: Regular collaboration time (½ days) to plan and calibrate math instruction and assessment.

Timeline: Winter
Lead Person Responsible: Pleau & Parker, Academic Coach, Grade Level Teams
Resources:
- Math Teacher on Special Assignment (TOSA)
- Coherence Map
- Academic Coach
- Grade Level Teams
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Inquiry into who we are as mathematicians and math teachers
- Agendas and minutes of the dedicated time to calibrate across grade level teams and vertically

Action: Every Grade Level will gather Baseline Fluency Assessments and provide regular fluency practice.

Action: Each Grade Level will develop Classroom Math Interventions.

Timeline: Spring
Lead Person Responsible: Classroom Teachers with guidance and support from Collaborations & Academic Coach
Resources:
- Growth Report
- DreamBox
- Purchase more Fluency Kits
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur):
- Increase in knowledge mathematical fluency as measured by state assessments and classroom fluency assessments and DreamBox

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