School Improvement Plan

• Actions
  • Welcoming students individually by name every morning (with song that includes “we’re glad you’re here today)
  • Saying goodbye to students during Closing Circle (We are glad you came today song) and letting them know when we will see them again “see you tomorrow, see you Monday”
  • Daily visuals of students who are “At School” and “Not At School”
  • Class makes a “we missed you” card or SeeSaw video for students when they are absent from school for multiple days in a row
  • Reach out directly to families if student has an unexcused absence
  • Post pictures of classroom activities on SeeSaw regularly (families and students can see what went on while they were absent) 
• Timeline: All Year
• Lead Person Responsible: Classroom Teachers
• Resources:
  • Greetings and goodbye songs
  • Parentsquare & Phone Calls
  • Class Visuals
  • Card Stock & Markers
  • SeeSaw
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Students: Students will recognize that school is a regularly occurring event. They will understand the value of their attendance and participation. Families will understand the potential for adverse impacts of chronic absences. Student attendance rates will increase. Students will express positive feelings about attending school and a sense of belonging.
  • Teachers/Staff: Teachers will demonstrate an increased ability to foster a sense of belonging at school through the importance of attendance. Teachers will design and lead activities that incentivize students to attend school. Teachers will help families understand the adverse impacts of chronic absences and help them overcome solvable obstacles that could impede student attendance. They will keep students and families informed of daily class activities so students can return from absences already knowing what they’ve missed. 

• Actions: 
  • Recognizing and welcoming students with chronic absences. Greet all students as they enter in the morning. Remind students who have been absent how happy you are to have them back at school and let them know you missed them.
  • After three days of absence, reach out to families and offer support. Call families and let them know their student is missed. Offer support if needed.
  • We missed you cards. Have students make cards for students who are chronically absent. Can be sent by mail.
  • Connect with parents whose students are chronically late to school. Call families or send ParentSquare message to check in
• Timeline: All Year
• Lead Person Responsible:  Classroom Teachers, Students, and Families
• Resources:
  • Card Stock
  • Phone calls
  • Parent Square
• Measures (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

• Students: Will know the importance of regular attendance and how it impacts their learning. Absent students will improve attendance, and know that they are valued members of the classroom community. 

• Teachers/Staff: Students will have a greater sense of belonging because the teachers/staff will welcome them. Come from a place of compassion for the student/families when working with the family on why the student has chronic absences

• Actions:

  • Positive Connection

  • Warm welcome at the door, recognizing students as they come in
  • Soft start in the morning to increase students' engagement with each other before starting the day
  • Star Student and other activities where students can share about themselves and learn about each other 
  • Reach out to families when students are gone, stating that they are missed
  • Provide opportunities for students to complete missed work to feel connected to activities in class - positively reward those that are able to bring it back  
  • Partnerships that reinforce student connections
  • Engaging activities to build community
  • Help student problem solve conflicts with restorative practices
  • Send a positive note to each of the families either through a note in their folder, parent square or mailed in message.

  • Recognition

  • Reinforce positive behavior with class rewards that they work on together
  • Recognize when class has complete attendance as a positive to being a team and collaborating together verbally in the morning - celebrating when students are back with class song
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:
  •  
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

  • Students:

  • 80% students who are irregular attenders will increase in their attendance and will become regular attenders by the end of the year. At least 90% of the students will maintain the regular attending status 

  • Teachers/Staff:

  • Teachers will compassionately communicate to all families about their child’s attendance at least twice during the year and the impact on their child’s growth in the classroom.

• Actions:
  • reward poster or sign to post on classroom doors when that class has perfect attendance for the day.
  • school-themed charms they can earn every month to add to a growing necklace charms given for each student with 90% or higher for the month. 
  • extra recess each month for students whose attendance improved. If done as a whole school, attendance reports run each month from Synergy. The students whose attendance increased get a short extra recess the last Friday of the month (supervised by BHW, admin, staff not in classrooms w/kids).
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:
  • A poster for each class to have to hang on the door.
  • charms and necklaces
  • staff to support extra recess
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

  • Students:

  • attendance will improve

  • attitudes and engagement will improvE

  • students understand the value of attending schooL

  • student belonging survey to measure

  • Teachers/Staff:

  • Teachers will know they have positively promoted attendance successfully when their attendance improves. 

  • teachers will run attendance reports quarterly to determine successes​​​​​​​

• Actions:
  • pom-pom/coin for full attendance – moves towards a class reward 
  • “We are all here,” clipped outside the door.
  • Attendance chain – kids earn a “chain” each week for 90% or better of attendance, aim to make a big one! 
  • Add general attendance date to the grade level newsletter.
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:
  •  
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): ​​​​​​
• Students:

• At conferences share what the class likes about each student (show that they are a part of the community) “I think ______ is _______” sheets to staple together to give for conferences; eventually type out later in the year. 

• Teachers/Staff:

• Greet students each morning as they enter the room. 

• Message/call families when students are gone more than a couple days in a row

• Actions:
  • ParentSquare check-in message
  • Per class incentive each month for improved attendance
  • Count up on how many days everyone is here. “It’s been ___ days that we’ve all been here”
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Parent Square message from teacher “We missed you” for students when they are absent from school for multiple days in a row

  • Class Incentives

  • Recognition

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

• Students: By the end of the year, students will demonstrate an understanding of the importance of regular school attendance by articulating its impact during classroom discussions and written reflections. At least 85% of students will maintain or improve their attendance rates, supported by a consistently welcoming classroom and school environment. Additionally, 90% of students will report feeling a sense of belonging, as evidenced by SAEBRS, positive attitudes, peer interactions, and contributions during weekly community circle conversations.

• Teachers/Staff:Teachers will present individual and class-level attendance data at parent-teacher conferences, highlighting the academic and social benefits of regular attendance. Classrooms will implement strategies to foster a welcoming environment, with at least one monthly celebration recognizing students who achieve 90% attendance. Additionally, teachers will communicate attendance successes through weekly classroom updates and monthly newsletters, ensuring that both students and families are informed and engaged in promoting consistent school attendance.

  
  
   

• Actions:

  • Build a Welcoming Environment

  • Greet students daily.
  • Display 100% student attendance on door clip
  • Use school-wide themes - “Be your best self” to encourage attendance.
  • Randomly use Ride-ons for arriving to the classroom on time.

  • 2. Celebrate Attendance

  • Display 100% student attendance on door clip
  • Monthly extra recess for students with 90% attendance or better.

  • 3. Engage Families

  • Include positive attendance in parent newsletters
  • Send positive home attendance postcards or parent square messages.
    • improving: being on time, showing up daily
  • Checking in with families when missing two days in a row by sharing positive class impacts

  • 4. Use Data Proactively

  • MTSS team reviews Early Warning Reports.
  • Identify students trending toward chronic absenteeism and assign supports.

  • 5. Promote Health & Wellness

  • Monthly reminders in newsletters
    • stay home sick policy
    • healthy snack guidelines
  • Promote understanding of why attendance is important
    • review around holidays/breaks
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Parentsquare

  • 100% sign

  • Ride-Ons

  • Postcards

  • MTSS Data

  • School District Resources

  • SAEBRS

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

  • Students: By the end of the year, students will demonstrate an understanding of the importance of regular school attendance by articulating its impact during classroom discussions and written reflections. At least 85% of students will maintain or improve their attendance rates, supported by a consistently welcoming classroom and school environment. Additionally, 90% of students will report feeling a sense of belonging, as evidenced by SAEBRS, positive attitudes, peer interactions, and contributions during weekly community circle conversations.

  • Teachers/Staff: Teachers will present individual and class-level attendance data at parent-teacher conferences, highlighting the academic and social benefits of regular attendance. Classrooms will implement strategies to foster a welcoming environment, with at least one monthly celebration recognizing students who achieve 90% attendance. Additionally, teachers will communicate attendance successes through weekly classroom updates and monthly newsletters, ensuring that both students and families are informed and engaged in promoting consistent school attendance

• Actions:

  • PE/MUSIC Educators

  • Staff greet students at entrances daily.
  • Send positive postcards or texts home.
  • Track “ALL HERE” days with 100% attendance in Music/PE and CELEBRATE classes who are in 100% attendance
  • Class ride-ons and personal ride-ons to celebrate student attendance improvement
• Timeline: All Year
• Lead Person Responsible: 
  • Specialist Teachers
• Resources:
  •  
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):

  • Teachers/Staff: Measures

  • Increased awareness of student attendance patterns through daily greetings and tracking.
  • Improved communication with families via positive postcards or texts.
  • Greater use of attendance data to celebrate and reinforce positive student behavior.
  • Student Measures
  • Increased motivation to attend PE/Music classes regularly.
  • Improved sense of belonging and connection through daily greetings and recognition.
  • Strengthened belief in the importance of attendance through class and individual celebrations.

• Actions:

  • All Staff (BH&W Lead) Schoolwide Actions

    These actions build a consistent, supportive culture across the entire school:

    1. Build a Welcoming Environment

    Staff greet students at entrances daily. All staff

  • “We are all here” signs at 9:00am- Kristine/Carrie
  • Weekly announcement of Classes that have 90% or above for the week (Kalay/Kristine)
  • Use school-wide themes - “Be your best self” to encourage attendance. (Kalay/whole school)

  • 2. Celebrate Attendance

    Random recess or lunchtime special events (Peer mediators K-2; Care team)

  • chalk-time
  • airplane making
  • corn hole, etc. 
  • Other games are not “typical” of recess
  • Fruit bars at the second recess
  • Video shorts in the cafeteria
  • Grade level competitions - choose what staff dress updates, school dress up dates. Win and extra recess that week.
    • Extra recess
    • Surprise assembly 
  • Attendance Fairy or Mascot visits to classrooms with 95%+ attendance.
  • Randomly use Ride-ons for arriving at the classroom on time. (Kristine)

  • 3. Engage Families

  • Host family nights focused on wellness and routines.
  • Share attendance tips in newsletters and on social media.
  • Empathy interviews with select attendance families. 

  • 4. Use Data Proactively

  • MTSS team reviews Early Warning Reports and EduClimber weekly. 
  • Identify students who are trending toward chronic absenteeism and provide them with necessary supports.
  • Track progress toward 80% goal visually in staff room and/or student spaces.

  • 5. Promote Health & Wellness

  • Launch screen time awareness campaigns.
  • Offer healthy snacks or fruit juice alternatives at events.
  • Partner with community organizations for wellness resources.
  •  

    6. Attendance protocol

  • Social worker run attendance reports weekly. Add new students to the weekly BH&W agenda. 
  • Create a communication protocol.
  • The protocol will include communication as well as intervention strategies.
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:
  •  

    Attendance Works Resource Library
    Toolkits, posters, and strategies for improving attendance through a tiered approach.
     

    ODE Attendance & Chronic Absenteeism Resources
    Oregon Department of Education guidance and tools for tracking and improving attendance.
     

    Panorama Ed: Evidence-Based Attendance Interventions
    Practical strategies like mentoring and family outreach to reduce absenteeism.
     

    EduClimber Attendance Support
    Instructions and training for tracking attendance data and identifying trends.
     

    Attendance Works: Family Engagement Strategies
    Messaging and outreach ideas to engage families in improving attendance.
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  •  

    Teachers/Staff:

    Knowledge: Staff will understand how attendance data (Early Warning Reports, EduClimber) identifies students at risk and informs interventions.

    Abilities: Staff will consistently implement Tier 1 attendance strategies (greetings, announcements, incentives) and follow the attendance communication protocol.

    Attitudes/Beliefs: Staff will increasingly view attendance as a shared responsibility and recognize their role in creating a welcoming, engaging school climate that supports regular attendance.

    Students:

    Knowledge: Students will know what regular attendance means and how it connects to school success and rewards.

    Abilities: Students will demonstrate improved self-regulation and morning routines that support arriving on time and attending daily.

    Attitudes/Beliefs: Students will feel more connected to school and motivated to attend regularly due to positive reinforcement, engaging activities, and a welcoming environment.

    
     

• Actions:

  • Special Education Team

  • Include social-emotional check-ins and attendance routines, and fun games.
  • Staff greet students in the hallways.
  • Send positive postcards or texts home.
  • Provide random ride-ons for coming to the sessions. 
  • Track “ALL Here” days with 100% attendance in groups and provide rewards after several days of 100% of attendance.
  • Share attendance tips in newsletters.
• Timeline: All Year
• Lead Person Responsible: 
  • Special Education Team
• Resources:

  • 100% attendance posters

  • postcards

  • Parentsquare

  • fun, engaging games

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

  • Students: K- 5 Students will attend sessions regularly as part of their routine and understand the importance of being present and engaged. Families will be informed and become more aware of the consequences that frequent absences from specially designed instruction can have on their children. As a result, student attendance rates are expected to improve.

  • Teachers/Staff: Mrs. Chaya, Mrs. K, Ms. Shelby, Ms. Beenisha

  • Teachers will engage in ongoing conversations (IEP meetings, progress reports, email/phone communication as needed) with families about the importance of their child receiving specially designed instruction and the progress made through these supports. Teachers will motivate students to attend through attendance routines/rewards, sending positive postcards home, and providing random ride-ons

  •  

• Actions:

  • Preschool: Focus on Phonological Awareness: Engage children in activities like rhyming, clapping syllables, and identifying sounds to build phonemic awareness, a crucial skill for early reading development.

  • Read Aloud Regularly: Conduct interactive read-aloud sessions, asking questions and discussing stories to enhance vocabulary, comprehension, and print awareness.

  • Build Letter Recognition and Print Awareness: Incorporate alphabet games, puzzles, and exposure to classroom print (labels, signs) to strengthen children's familiarity with letters and early writing skills.

  • Learning Clarity: Lessons are based on grade-level standards and align with the daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Songs

  • Rhymes

  • Games

  • Instruments

  • Picture books

  • Big books

  • Puppets

  • Alphabet puzzles

  • Letter cards

  • Posters

  • Writing tools

  • Star Screener

  • Heggerty Curriculum and Assessment

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

  • Students: By the end of the school year, preschool students will demonstrate improved phonological awareness, letter recognition, and engagement during read-alouds, as measured by observational assessments and age-appropriate literacy skill checklists. Students will be able to say what they are learning. They will observe visual and auditory cues to track their progress

  • Teachers: Preschool teachers will demonstrate an increased ability to integrate phonological awareness, read-aloud strategies, and letter recognition activities into daily instruction, as measured by classroom observations and lesson plan reviews. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Teachers will help students understand what they are learning.

    
     

• Actions:

  • Monthly Snap Word Practice & Assessment: Implement a routine where students engage in daily snapword practice through interactive activities such as flashcards, matching games, and word hunts. At the end of each month, conduct a quick, informal assessment to evaluate students' progress and ensure they are on track to meet the year-end targets. This will provide data and guide any necessary instructional adjustments.

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target. 

  • Targeted Small-Group Instruction: Group students based on their reading levels and provide tailored small-group instruction focused on the specific power and tricky words relevant to each group. Utilize engaging, multisensory teaching strategies, such as sight-word songs, magnetic letters, and tactile word-building, to reinforce word recognition and retention.

  • Family Communications: Sending home book bags with books and activities to help students at home with snap word recognition. Have a parent volunteer organize and prep them for us.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Into Reading (HMH)

  • Structured Literacy Lessons

  • Snap Words

  • Stars CBM

  • Heggerty

  • UFLI

  • Secret Stories

  • Picture Books

  • Half Pint Readers

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

  • Students: Students will improve their word recognition and reading fluency through daily snap word practice, interactive small-group instruction, and ongoing assessments, leading to stronger reading skills and increased engagement in learning. Students will be able to articulate what they are learning and recognize when they are successful. Most students will use the learning targets and success criteria to check their progress during lessons. 

  • Teachers: Teachers will enhance their ability to differentiate instruction and make data-driven adjustments to support student progress, while also strengthening family engagement and collaboration through home-based reading activities. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, enabling teachers to feel more confident in helping students understand what they are learning and why

• Actions:

  • Collect Baseline Data & Monitor Progress: Administer an assessment early in the year to establish a starting point, and regularly reassess students to track their growth and adjust instruction as needed.

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target. 

  • Provide Differentiated Instruction: Use data to group students by reading level, then deliver targeted instruction and interventions tailored to each student's specific needs.

  • Engage Families & Foster a Literacy-Rich Environment: Communicate reading goals and progress with families, encourage at-home reading support, and create a classroom environment rich in diverse reading materials and daily practice opportunities.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Into Reading (HMH)

  • Structured Literacy Lessons

  • Leveled Books

  • Progress Monitoring Tools

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

  • Students: By the end of first grade, all students will make a year or more of progress, demonstrating an increased ability to understand and engage with age-appropriate texts. Students will be able to articulate what they are learning, explain why it matters, and recognize when they are successful. Most students will use the learning targets and success criteria to check their progress during lessons. 

  • Teachers: By the end of the year, we will regularly use assessment data to inform and adjust reading instruction, as evidenced by progress monitoring logs and instructional planning documentation in our monthly Collaboration notes. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, enabling teachers to feel more confident in helping students understand what they are learning and why.

    
    
     

• Actions:

  • Assessment: We will collect baseline reading data in September and monitor progress in November, February, and May. 

  • Targeted Small-Group Instruction: We will address students’ understanding gaps through flexible targeted small-group instruction. We will use Star CMB and Core Phonics Screener data to inform groups focused on comprehension, fluency, and phonics. We will use HMH small-group instruction materials to improve students' understanding. 

  • Family Communications: Students and families are encouraged to read for 20 minutes each night. ParentSquare communications (newsletters) are sent home to encourage family support at home. 

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Into Reading (HMH)

  • Structured Literacy Lessons

  • Leveled Books

  • Progress Monitoring Tools

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

  • Students: By the end of the year, all students will have made a year or more of progress, demonstrating an increased ability to understand and engage with age-appropriate texts. Students will be able to articulate what they are learning, explain why it matters, and recognize when they are successful. Most students will use the learning targets and success criteria to check their progress during lessons. 

  • Teachers: By the end of the year, we will regularly use Star CBM assessment data to inform and adjust reading instruction, as evidenced by progress monitoring logs and instructional planning documentation. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, and teachers will feel more confident helping students understand what they are learning and why.

• ​​​​​​​

• Actions:

  • Complete Baseline Assessments and Use Data for Targeted Instruction: Finish the baseline assessments and STARS math and reading assessments. Analyze the results to identify students' current reading levels and areas needing support. Use this data to form small groups or differentiate instruction for targeted support, ensuring that students working below grade level receive the intervention they need.

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target. 

  • Implement Structured Vocabulary and Spelling Practice: Integrate the HMH Foundational Skills by incorporating consistent vocabulary and spelling routines based on phonics structure. Structured spelling practice can include the independent activities discussed, such as Typing.com, Know It Show It, Roll It, Spell It, and word searches, with daily or weekly rotations for morning work. Each teacher can design or use existing templates for these activities, ensuring consistency across the grade level.

  • Increase Dictation and Writing Practice: Schedule regular dictation exercises focused on "mind to paper" skills. This activity will help students improve spelling, sentence structure, and fluency in translating thoughts into written words. Teachers can collaboratively create a set of weekly dictation prompts and spelling templates to reinforce foundational skills in both vocabulary and writing.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Into Reading (HMH)

  • Structured Literacy Lessons

  • Leveled Books

  • Progress Monitoring Tools - STARS

  • Templates for Spelling and Dictation Activities

  • CBM 

  • Targeted Instruction – intervention-based

• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.): ​
  • Students: By the end of the school year, third-grade students will demonstrate at least a one-year growth in reading proficiency, as measured by assessments, with specific improvements in vocabulary, spelling, sentence fluency, and engagement in books, using the results to guide targeted whole-class and small-group instruction and conferring. Students will be able to articulate in student terms what they are learning, explain why it matters, and recognize when they are successful. Most students will use the learning targets from the rubric, and success criteria to check their progress during lessons. 
  • Teachers: By the end of the school year, 100% of third-grade teachers will demonstrate increased proficiency in utilizing  and Into Reading (HMH) tools by successfully completing baseline and progress monitoring assessments for all students and implementing data-driven instructional practices. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, and teachers will feel more confident helping students understand what they are learning and why.

• Actions:

  • Assessment Time Frame: We will use STARS and CBM ORF to assess students' reading levels. We will collect baseline data in September, conduct two mid-year assessments, use ongoing formative assessments, and gather final data at the end of the year.

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target. 

  • Targeted Small-Group Instruction: We will address students' individual needs through flexible targeted small-group instruction and conferring. We will use Stars and CBM data to inform groups focused on foundational skills such as grammar, phonics, and spelling. We will use HMH small group instruction materials to meet students where they are.

  • Test Prep: We will use district-provided OSAS test-preparation resources (ELA and Math practice tests) to prepare students for state testing. We will introduce the resources before spring and begin practicing with them in March/April.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • STARS

  • Lexia

  • CBM

  • Into Reading (HMH) assessments and Quizzes

  • Test Prep Resources

  • Progress Monitoring Tools

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

  • Teachers: By the end of the school year, teachers will increase their capacity to use data-driven instruction by regularly assessing students' reading levels through CBM, STARS using the results to guide targeted whole-class and small-group instruction and conferring. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, and teachers will feel more confident helping students understand what they are learning and why.

  • Students: By the end of the current school year, students below the white reading level will show measurable growth in literacy components (vocabulary, spelling, and foundational skills) as demonstrated by an increase of at least one reading level in  or a 10% increase in their STARS assessment score. Students will be able to articulate in simple language, “I can” what they are learning when they are successful. Most students will use the learning targets and success criteria to check their progress during lessons, going back to a rubric or checklist for understanding.

• Actions:

  • Assessment Time Frame: We will use STAR CBM Passage Oral Reading and STARS to assess student reading level. We will collect baseline data in September, reassess twice more, and then collect end-of-year data.

  • Learning Clarity: Lessons align with grade-level standards and daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target. 

  • Targeted Small Group Instruction: We will address students' individual needs through flexible targeted small group instruction and conferring. We will use STAR data to inform groups focused on foundational skills. We will use HMH small group instruction materials to meet students where they are.

  • Test Prep: We will utilize HMH student-facing online resources to prepare students for OSAS. We will introduce the online resources before spring and begin using them to practice in March/April.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Into Reading (HMH)

  • Weekly Selection Quizzes (HMH)

  • End of Module Assessments (HMH)

  • Progress Monitoring Tools - STAR

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

  • Teachers: Using STAR to assess reading levels will show clear improvements in students' reading skills from October to the end of the year. We can track increases in the percentage of students reading at grade level and their mastery of key skills. Additionally, we can measure changes in student attitudes and engagement by reading through surveys and participation records. Teachers will design and deliver lessons aligned to grade-level standards and use clear learning targets and success criteria. Most lessons will have targets posted and explained, enabling teachers to feel more confident in helping students understand what they are learning and why.

  • Students: Implementing STAR assessments will enable us to monitor student reading proficiency levels, aiming for each student to improve by at least one grade level by the end of the year. We will measure the average growth in STARS scores, aiming for an increase of 10-15 points from baseline. Additionally, we will assess changes in student attitudes toward reading, targeting an 80% mastery rate in specific reading skills by year-end. Students will be able to articulate what they are learning, explain why it matters, and recognize when they are successful. Most students will use the learning targets and success criteria to check their progress during lessons.

• Actions:
  • Learning Clarity: Lessons are based on grade-level standards and align with the daily learning targets. The teacher communicates learning targets through verbal and visual strategies. Success criteria are present and align with the learning target.
• Timeline: All Year
• Lead Person Responsible: 
  • Specialists, ELD Team, Intervention Teachers, Instructional Coaches, Sped Team
• Resources:
  • Resource Room: UFLI, iReady, Talisman Series, Zones of Regulation, SuperFlex, Social Stories, teacher-made assessments, data collection
• Measures: (The quantifiable change in what adult and/or student knowledge, abilities, skills, attitudes or beliefs will occur.):
  • Teachers: Teachers will design and deliver lessons aligned to grade-level standards, using clear learning targets and success criteria. Most lessons will have targets posted and explained, and teachers will feel more confident helping students understand what they are learning and why
  • ​​​​​​​Students: By the end of the year, 70% of students will be able to articulate what they learned, explain why it mattered, and recognize when they were successful. By the end of the school year, 70% of students will use the learning targets and success criteria to check their progress during lessons.

• Actions:

​​​​​​​Community/Caregiver Engagement:Committees (e.g., SEL, STEAM, Inquiry, Literacy) will each coordinate and document at least one caregiver engagement event designed to strengthen caregiver capacity to support student learning at home, particularly in literacy. Events will introduce strategies, resources, or tools aligned with ELA goals. After each event, committees will complete the Community Engagement Activity Log, capturing purpose, activities, attendance, and caregiver feedback. A feedback mechanism (e.g., exit slip, QR survey) will be included to ensure events are responsive to caregiver needs. This action supports Title 1 Parent Engagement by promoting meaningful partnerships, two-way communication, and continuous improvement.

• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Title 1 Family Engagement Funds

  • Core Components of a Title 1 Parent Engage

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

Teacher Measures 

• Event Implementation: Committees successfully host caregiver engagement events.

• Documentation Completion: Activity Logs are fully completed after each event.

• Staff Reflection: Teachers report increased caregiver involvement and impact on student learning.

• Feedback Integration: Evidence that caregiver input informs future events or instructional practices.

Caregiver Measures:

• Attendance: Number and percentage of caregivers participating in events.
• Feedback Ratings: Positive responses on usefulness and relevance of events.
• Confidence Growth: Caregivers report feeling more equipped to support learning at home.
• Ongoing Engagement: Repeat attendance or expressed interest in future involvement.

• Actions:

Back to School Night and Supply Drop-Off

• To support the ELA SMART goal, the school will host a Back-to-School Night and Supply Drop event during pre-service week to increase caregiver attendance and understanding of curriculum expectations. The event will feature three short classroom presentations and provide caregivers with a one-page resource titled “Being Successful at School,” offering strategies to support literacy at home. Attendance and feedback will be collected to inform future engagement efforts and strengthen family-school partnerships aligned with Title 1 goals.
• Timeline: All Year
• Lead Person Responsible: 
  • Classroom Teachers
• Resources:

  • Charts

  • Rubrics 

  • Video

  • 1 page resource

  • Literacy expectations

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

  • Teacher Measures: Teachers will gain a clearer understanding of caregiver needs related to literacy and improve how they communicate grade-level expectations. They will use caregiver feedback to adjust classroom practices and strengthen future engagement efforts.

  • Caregiver Measures: Caregivers will increase their awareness of literacy goals and feel more confident supporting reading at home. They will show greater interest in using school-provided resources and recognize the value of partnering with the school to support their child’s success.