Based on prior year data, Hopkins Elementary will continue efforts to build an intentional, well-established, exemplary social and emotional learning (SEL) program that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families. 

1. Evaluate the counseling program to improve attendance incentives, such as promoting the tablet giveaway earlier in the school year.
2. Share more data with teachers to bring students to the Tier II meetings, including discipline for behavior interventions. 
3. Walkthrough classrooms earlier in the year to ensure class menus are being utilized. Add weekly admin team walkthroughs to the administrative team agenda. 
4. Continue to integrate PBIS trainings throughout the year.

Based on prior year data, Hopkins Elementary will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers.

1. Ensure more checks are made for Tier III to ensure interventions are consistently implemented.
2. Utilize data reports to effectively implement the Patriot Block Remediation/Enrichment, including strategic planning for the Multilingual learner newcomer pull out groups.
3. Focus integration of Instructional Conversations Initiative to support all language domains (Reading, Writing, Speaking, Listening) in mathematics with the new mathematics standards.
4. Utilize Language Objectives with Learning Targets to support multilingual learners.
5. Assess the structure of Collaborative Learning Teams using the CLT self-assessment rubric. 
6. Enhance MTSS Implementation using the AIR Rubric and implement monthly MTSS professional development for staff. 
7. Utilize Title 1 purchased iPads and digital boards to enhance differentiated learning tasks for students. 

EES Staff Survey Items 

Struggling students receive early intervention and remediation to acquire skills

SY2024 Baseline: 70%

SY2025 Target: 75%

Based on prior year data, Hopkins Elementary will expand student opportunities to engage in and access high-quality, rigorous, culturally relevant curriculum, advanced coursework (e.g. Advanced Content), and enrichment activities (e.g., the arts, gifted, STEM, career technical education). 

1. Continue to implement and monitor diverse courses for students including Advanced Content Mathematics, STEM, Computer Science, and Social Studies Enrichment. 
2. Implement Advanced Content Science, Dual Language Immersion, and Spanish. 
3. Enhance professional learning to support Gifted student identification for gifted cohort classroom teachers with the Design Thinking Model.  
4. Continue to implement Early Learning Programs that include Pre - K General Education, Pre K Special Education, Play 2 Learn, and Little Learners Academy. 

EES Student Survey Items

I feel safe at this school.

SY2024 Baseline: 56%

SY2025 Target: 61%

All students have access to rigorous courses and supports.

SY2024 Baseline: 39%

SY2025 Target: 44%

EES Family Survey Items

My student is challenged with a rigorous course of study at this school.

SY2024 Baseline: 71%

SY2025 Target: 76%

Gifted Percentage

SY2024 Baseline: 7%

SY2025 Target: 10%

Based on prior year data, Hopkins Elementary will redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth.

1. Implement local differentiated professional development focused on EL Education Literacy curriculum, new mathematics standards, instructional conversations, science/social studies instruction, MTSS, SEL, and cultural relevancy. 
2. Continue to have collaborative learning team meetings with teachers twice a week to review lesson plans and differentiated tasks.
3. Collaborate with the Staff Development and Human Resource Recruitment & Retention office to have district coaches engage the Instructional Leadership Team in professional development for teacher leadership and subcommittees focused on the Blueprint and LSPI. 
4. Develop local instructional coaches to be aligned to district instructional coaches and support. 

GMAS Data 

iReady Diagnostic Growth - Reading % Met

iReady Diagnostic Growth - Math % Met

EES Staff Survey Items

I receive training on instruction to support social emotional learning

SY2024 Baseline: 74%

SY2025 Target: 79%

Our teachers engage in classroom-based professional development activities (e.g. peer coaching) that focus on improving instruction

SY2024 Baseline: 81%

SY2025 Target: 86%

Our teachers engage in professional development activities to learn and apply new skills and strategies

SY2024 Baseline: 89%

SY2025 Target: 94%

Peer observation/coaching and feedback is a tool we use to improve instruction

SY2024 Baseline: 77%

SY2025 Target: 82%

We are provided training to meet the needs of a diverse student population in our school

SY2024 Baseline: 82%

SY2025 Target: 87%

Instruction is personalized to meet the needs of each student

SY2024 Baseline: 74%

SY2025 Target: 79%

I believe that all students can meet state standards

SY2024 Baseline: 77%

SY2025 Target: 82%

Our staff believes that all students can meet state standards

SY2024 Baseline: 78%

SY2025 Target: 83%

Based on prior year data, Hopkins Elementary will improve two-way communication, engagement, and outreach that connect the community, the schools, and the district office.

1. Continue to improve social media initiatives to communicate with all stakeholders.
2. Continue to monitor staff communication feedback through various teams, committees, and platform
3. Continue to host Family Workshops related to core academic areas and social-emotional learning.
4. Continue to host English classes for families.
5. Engage with community events including Curriculum Night, Fall Family Festival, Harvest Fest @ the HOP, Multicultural Night, and STEAM Night
6. Engage families with attendance initiatives to support school attendance. 
7. Plan the 40th year celebration at Plaza Las Americas with business and community partners. 

EES Family Survey Items

Communication/materials I receive from the school are in a language I can understand

SY2024 Baseline: 94%

SY2025 Target: 99%

I am comfortable expressing my ideas or concerns to the administrator(s) of this school

SY2024 Baseline: 84%

SY2025 Target: 89%

I am encouraged to collaborate with my student's teachers about my student's learning

SY2024 Baseline: 90%

SY2025 Target: 95%

I am given opportunities to discuss my student's progress at school.

SY2024 Baseline: 88%

SY2025 Target: 93%

I feel welcome at this school

SY2024 Baseline: 91%

SY2025 Target: 96%

I understand the expectations at this school

SY2024 Baseline: 90%

SY2025 Target: 95%

I am informed about progress toward the improvement goals of this school.

SY2024 Baseline: 89%

SY2025 Target: 94%

Actions of school leaders promote a shared commitment for equity. 

SY2024 Baseline: 89%

SY2025 Target: 94%

Adults in this school value and respect my racial/ethnic identity.

SY2024 Baseline: 93%

SY2025 Target: 98%

I am informed about progress toward the improvement goals of this school.

SY2024 Baseline: 89%

SY2025 Target: 94%

EES Staff Survey Items

The school communicates effectively with families of all cultures.

SY2024 Baseline: 88%

SY2025 Target: 93%

Lesson purpose is clearly communicated to students.

SY2024 Baseline: 91%

SY2025 Target: 96%