Building the cultural competency of our staff will result in creating an environment where staff, students, and families have a sense of belonging at our school.

1. Develop a master schedule aligned to the Academic Press of the Multi-Tiered Systems of Support framework (MTSS).

2. Provide professional development to specifically target the social and emotional needs of our student population, cultural backgrounds, and diverse community.

3. Provide interventions aligned to the Supportive Community of the Multi-Tiered Systems of Support framework (MTSS).

4. Provide lessons, engagement, and opportunities where students can develop meaningful peer relationships.

5.    Provide academic and wellness opportunities to build parents’ capacity and create an environment where parents feel welcome.

Students who consistently attend school can engage and thrive in their academics, build stronger peer relationships, and develop life-long study and behavioral habits.

Staff who are consistently present at work and present in the work, attribute to a positive and collaborative school culture where teaching and learning occur at high levels.   

1. Create a counseling and advisement team to identify and address student attendance concerns.
2. Provide professional learning on effective interventions aligned to the Supportive Community MTSS framework.
3. Create a staff advisement and leadership community where staff are part of the decisions impacting the school.
   
4. Create and develop an instructional leadership team where staff are part of the decisions impacting school improvement.
   
5. Create and maintain a wellness space to address the social and emotional needs of staff.

Correctly identifying student needs, aligning instructional practices, providing rigorous interventions, and supporting teachers with quality professional development will address the learning loss and gaps of students.

1. Create an intervention team to effectively implement Tier supports aligned to the Academic Press MTSS framework.

2. Administer universal screeners to identify Tier levels and develop intervention plans. 

3. Provide Synergy MTSS professional development to increase teacher use and understanding of RTI plans, data analysis, Tier intervention, and progress monitoring.

4. Provide students with targeted intervention at the Tier 2, Tier 2+, and Tier 3 levels.

5. Monitor the effective implementation of EL Literacy, math, science, and social studies instruction.

6. Utilize Common Formative Assessments (CFA) to inform instructional decisions and monitor academic progress.

7. Provide collaborative planning and professional learning opportunities for teachers to increase their understanding of the core curriculum and MTSS framework.

8. Deepen parents’ understanding of their child’s needs during conferences and family engagement workshops.

Students who enter kindergarten developmentally, socially, and emotionally ready, can sustain academic knowledge and skills needed to be lifelong learners.

Identifying and providing enrichment opportunities for students to develop their gifts and talents allows them to take academic risks and thrive at a distinguished level of learning.

Providing students with positive behavioral opportunities will decrease the number/percentage of unwanted behaviors that impede academic growth.

1. Monitor the effective implementation of Play2Learn as a proactive measure for preparing students birth - 5 for kindergarten readiness.

2. Effectively implement the PBIS (Year 1).

3. Provide targeted Tier 2, Tier 2+, and Tier 3 interventions aligned to the Supportive Community MTSS framework.

4. Provide collaborative planning and learning opportunities to increase teachers gifted capacity.

5. Deepen parents’ understanding of kindergarten readiness, enrichment learning, and behavior management during family engagement workshops.

Professional development to improve teaching and learning is essential to sustained academic growth.

Teachers who receive timely and meaningful feedback, leads to change and opportunities to improve their instructional practice.

1. Provide professional development aligned to the Academic Press and Supportive Community frameworks of MTSS.

2. Provide meaningful just-in-time feedback to support the instructional improvement and professional growth of teachers.

3. Provide opportunities for teachers to observe master teaching and learning.

4. Utilize Common Formative Assessments (CFA) to inform instructional decisions and monitor academic progress.

5. Provide collaborative planning and professional learning opportunities for teachers to work with district and local school curriculum coaches.

Student data from benchmark (grades 1 & 2) and Milestones benchmark (grades 3 - 5) pulled from Edulastic.

Action Steps/Implementation Alignment: 1 - 5

Parents who are engaged in their student’s learning, support the overall academic, social, and emotional development of their child.

1. Provide family and community engagement opportunities to allow families to share input impacting school change; share concerns about their child’s progress; and gain a greater understanding of the curriculum and multi-tiered system of supports.
2. Provide family, community, and engagement training for staff to improve communication and partnerships between the home and school.