School Improvement Plan

Strategic Plan Goal Area 1: Safe & Thriving

Strategic Plan Outcome: Every Student Thrives Socially and Emotionally

Strategic Plan Measure: % of Students Attending Regularly

School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely):
Strategic Plan Strategy: School “SMART” Goal: SMART – Specific, Measurable, Achievable, Relevant, Timely In 2022-2023, 61% of students attended 90% of the time.
Our goal for the 23-24 school year is 80% of our students attend 90% of the time.

Teams in each building meet regularly to examine social-emotional, academic, attendance and discipline data for students

Action: BH&W team will monitor behavior and attendance data daily and weekly.

Timeline: Weekly
Lead Person Responsible:

School Social Worker and BHW team including Student Success Coach, Counselor, Principal, School Psych and School Nurse.
Resources:

Synergy data – attendance report BH&W referrals
Early warning system report School based data collection

A structure is in place to support students at tier one, two and three. Support includes but is not limited to: communication from teachers, home visits, individualized attendance plans, regular texts and meetings from the BHW team
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

Increase in school wide attendance on a monthly basis

Increase in student attendance for individual students’ attendance goals

Action: Partnership with Metropolitan Family Services through 21st Century grant

Timeline: 5 year grant started Fall 2023
Lead Person Responsible: Principal and MFS Team
Resources:

Free after school enrichment programing/care for 60+ students Monday- Thursday

Free summer programing
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

Increase in attendance on a monthly basis for students who attend MFS cafe after school

Action: Tier 1, 2 and 3 structures that support student sense of belonging.

Timeline: Daily
Lead Person Responsible: Principal and Student Success
Resources:

Materials for Teachers to run soft start.
Time for planning for morning meeting. Coordination and communication around social skills, 1-1- check ins and skill building groups.

These include but are not limited to: Morning meetings in every classroom everyday, Soft Start in every classroom, Art Space, Lunch Bunch, 1-1 check ins and small social skills and friendship building groups.
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): Students feel included, seen and safe at school. They are connected to peers and staff in positive ways. Students want to come to school.

Strategic Plan Goal Area 2: Foundations of Success

Strategic Plan Outcome: Each student demonstrates proficiency on language and literacy targets by the end of third grade
Strategic Plan Measure: % of 3rd graders demonstrating proficiency on the state Language Arts assessment
School “SMART” Goal (Specific, Measurable, Achievable, Relevant, Timely):In Kindergarten, based on our Fall Core Phonics Data, 16 % of our students are at benchmark or above. By June, 70% of students will score at Benchmark or above.
In first grade, based on our Fall Core Phonics Data, 27% of students are at benchmark or above. By June 2024, 70% of our students will score at Benchmark or above. In 2nd grade, based on our Fall Dibels Fluency Data, 71% of students are at benchmark or above. By June 2024, 81% of our students will score at Benchmark or above. In Spring of 2023, 47% of McKay third graders were proficient or advanced on the state reading assessment. In Spring of 2024, we will maintain this percent of students proficient or advanced on the state test.
Strategic Plan Strategy: Research-based systematic balanced literacy components including phonics and phonemic awareness curriculum

Action: Data based decision making and use of common assessments

Timeline:

Progress monitor at least three-four times a year as well as use of common formative assessments as needed
Lead Person Responsible: Academic Coaches
Resources: CORE Phonics, Dibels, UFLI, Heggerty, Secret Stories
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): Students will make progress on CORE phonics survey and Dibels Fluency passages

Action: Home to school reading connection:

Timeline: Every week all year

Read to Love book bags going home for all K,1,2nd grade students every week with 10 books. 5 at their independent reading level and 5 choice books. Coaching and support for students in grades 3,4,5 with opportunities to take home books to read.
Lead Person Responsible: Academic Coaches
Resources: Books at students independent and instructional level, book bags
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): Families and students will build a love of literacy through reading at home.

Action: Professional Learning for Teachers that will impact tier one instruction:

Timeline: Ongoing throughout the year
Lead Person Responsible: Academic Coaches and Principal
Resources: CORE Phonics survey, Dibels, UFLI, Heggerty, Secret Stories, Time for planning and collaboration, LETRS Training
Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): Students will make progress on CORE phonics survey and Dibels Fluency passages. Teachers will report feelings of collective efficacy based on time to collaborate and share best practices around a common goal.

Beaverton Schools

Quick Search

In This Section