OSD Students Will

Outcome 1:
Be compassionate and kind.
Board Monitoring Report 6/9/2022

Outcome 2:
Have the academic and life skills to pursue their individual career, civic and educational goals.
Board Monitoring Report 1/27/2022

Outcome 3:
Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
Board Monitoring Report 4/14/2022

Outcome 6:
Be critical thinkers who contribute to and collaborate with our local, global and natural world.
Board Monitoring Report 10/26/2021

Boston Harbor School Improvement Plan (2019-20)

Outcome 1: Be compassionate and kind.

  1. Be aware of and appreciate one’s similarities and differences with others.
  2. Listen well and cooperate with others.
  3. Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
  4. Express emotions, thoughts and impulses in positive and beneficial ways.
  5. Resolve conflicts and repair relationships.

Metric

OSD Elementary Student Climate Survey 

Goal

By June 2020, students will improve their ability to be compassionate and kind by having 90% of the entire student body identify as most often or better on the OSD Elementary Climate Student Survey. 

Action Plan

  • Administer School Student Climate Survey
  • By June, 2020 each classroom teacher will teach the 2nd Step Curriculum in its entirety.
  • By June 1, 2020, each classroom teacher will teach the Second Step curriculum in its entirety.

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Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.

  1. Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
  2. Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
  3. Use analytic and scientific principles to draw sound conclusions.
  4. Analyze multiple causal factors that shape major events in history.
  5. Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
  6. Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
  7. Problem solve using both creative and critical thinking skills.
  8. Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
  9. Apply reliable information and systematic decision making to personal financial decisions.

Metric

  • Fountas and Pinnel
  • MAP 
  • WCAS Assessment (Science)
  • Bridges Baseline Assessments
  • DIBELS

Goal

ELA  (K, 1, 2)
By May 2020, at least 75% of students will make expected grade level growth based on the Fountas and Pinnel growth chart.

ELA  (3, 4, 5)
By May 2020, at least 75% of students will meet their projected growth in ELA as measured by the MAP assessment which is administered in the fall and the spring.
 
Math (K, 1, 2)
By May 2020, at least 75% of students will meet fall next year grade level expectations as administered by the following year's initial Bridges baseline assessment.

Math (3, 4, 5)
By May 2020, at least 75% of students will meet their projected growth in Math as measured by the MAP assessment which is administered in the fall and the spring.

Science:
By May 2020, at least 75% of ALL students in grade 5 will be level 3 or above in the area of science, as measured by annual WCAS state level assessment.

Action Plan

  1. Teach Bridges curriculum as informed by the district grade-level pacing guide
  2. Teach ELA curriculum as informed by the district grade-level pacing guide
  3. Teach FOSS Science kits; Zombie Guacamole curriculum and integrated STEM in classrooms (STEM Bins, Science Companion Kit)
  4. Provide intervention and extension for students based on weekly/monthly formative assessments

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Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.

  1. Communicate effectively.
  2. Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
  3. Be physically active and see athletics and exercise as health-enhancing behaviors.
  4. Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
  5. Understand how and when to seek supportive mental and emotional health resources for self and others.
  6. Cultivate healthy relationships that honor each person's personal preferences and boundaries.
  7. Identify and develop personal strengths and interests.
  8. Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.

Metric

OSD Elementary Student Climate Survey questions 7-11  3.1, 3.2, 3.3, 3.5, 3.8 

Goal

By June of 2020, students will demonstrate their ability to advocate for a healthy body and mind. 
This will be shown through 80% of students responding “Most of the Time” or “Always” to questions 7-10 on the OSD Elementary Student Climate Survey. 

Action Plan

  1. Administer OSD Elementary Student Survey (younger student buddies up with an older student to help them complete the survey)
  2. Each classroom teacher will teach the Second Step curriculum in its entirety.
  3. We will have monthly Bear Paw assemblies with a focus on the Word of the Month
  4. Our Teacher-librarian will teach Common Sense Media
  5. Students will set goals in PE
  6. We will continue with a volunteer run Track Stars at Recess to provide students with goals for movement outside of PE
  7. We will maintain consistent communication with families (Harbor Highlights, teacher newsletters, emails,phone calls)

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Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.

  1. Participate on teams and know the power of teamwork.
  2. Demonstrate the ability to engage in inclusive problem solving.
  3. Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
  4. Use digital tools to constructively learn from and connect with people and communities around the world.
  5. Gather, interpret and present information in culturally responsive ways.

Metric

  • PLC data collection after each meeting (academic and social data): Second Step feedback, formative assessment data from classroom based assessments
  • Classroom teachers and teacher-librarian collaboration on teaching digital citizenship and how it translates in the classroom
  • Service projects throughout the school year (sock drive, food bank, clean up grounds)
  • Invite a speaker in to an assembly to present information about recycling, focusing on reducing plastic use and encouraging composting.
  • Collaborate with families and community to maintain BHES garden and the education classes parents provide.
  • Teachers will teach the Second Step Curriculum, which includes specific problem solving strategies. 

Goal

  • 85% of students will be able to write or draw steps that illustrate how to effectively solve a problem.
  • 85% of students will make growth in knowledge and understanding of safe technology practices based on the technology post assessment. 

Action Plan

  1. Complete 3 school-wide service projects during the course of the year.
  2. Student presentations on safe use of technology (in classrooms and assemblies; older students present to younger students).
  3. Teachers analyze and reflect on PLC data to improve and modify academic and social instruction during early release Wednesday time.
  4. Administer pre and post assessment on knowledge of safe technology practices for students in 2nd- 5th grade.
  5. Have an assembly with key speaker encouraging reduction of plastic use and increased use of composting in the lunch room.

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