School Improvement Plan

SMARTIE Goal #1 (MATH):

Aligning with the district’s focus on improving math outcomes, scholars will be proficient/advanced on Math SBA from 34% to 50% (+16%), Multilingual scholars from 16.4% to 50% on SBA and scholars with IEPS from 23% to 50% on SBA and Hispanic scholars from 33% to 60% on SBA, iReady stretch growth goal completion will increase from about 26% to 50% by the end of the 2025-2026 academic year.

SMARTIE Goal #2 (ELA): 

Aligning with the district’s focus on improving ELA outcomes, scholars will be proficient/advanced on ELA SBA from34% to 50% (+16%), Multilingual scholars from 17.9% to 50% and scholars with IEPS from 23.3% to 50% and Hispanic scholars from 23.3% to 50%,iReady stretch growth goal completion will increase from about 34% to 50% by the end of the 2025-2026 academic year. 

SMARTIE Goal #3 (Whole Child):

Aligning to Equity and Excellence component of the Strategic Plan, as a school we will increase positive student feedback on school safety by 15% using the Fall and Winter Panorama survey an increase from48% to 63%, ML and SPED will increase by20%, Pacific Islander will increase will from32% to 63%, Black scholars will increase from 67% to 85% by the end of the 2025-2026 school year.​

SMARTIE Goal #4 (Whole Child):

Aligning to the Goal 2 component of theStrategic Plan (90% or better for 90% of scholars), as a school we will increase the percentage of scholars who have fewer than 2 absences per month as measured by Hoonuit, overall school attendance from 64.3% to 90% and SPED attendance from 59.4% to 90% by the end of the 2025-2026 school year. ​

Signature Strategies​

 

2.2.1 - Collaborate with families in authentic ways (e.g. Parent Advisories, Family Academies, Family Nights, translated materials, videos in multiple languages, home visits) across languages and cultures to integrate family funds of knowledge into school systems and help families understand available services, advocate for their scholar’s needs, and support their scholar’s learning. (S and D)​

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2.2.3 - Ensure systems for social-emotional support (Culturally Responsive PBIS, Second Step, SEL integrated throughout, Character Strong, Zones of Regulation, Kelso Choices) are implemented school-wide; all staff and students are taught, provided with frequent feedback to implement with fidelity. (S and D) ​

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4.1.4 - Elevate scholar voice and ownership (e.g., Scholar Advisories) by integrating scholar’ knowledge, culture, experience, and feedback into school planning, instruction/ projects, assessment, and classroom norms. (S)​

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4.4.6 - Engage Professional Learning Communities (PLCs) in a cycle of inquiry using multiple measures to inform and adjust instruction while disaggregating data through an equity lens (interim common assessments-district and building level). (S and D) ​