OSD Students Will

Be compassionate and kind.

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

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

Discover their passions, be curious and love learning.

Garfield School Improvement Plan (2019-20)

Automated Data Snapshot

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

Olympia School District Elementary Student Climate Survey  1.4 ​​​​​​

Goal

  • During the 2019-2020 school year, 25% of classrooms or 5 will use Talking Circles (Classroom meetings) as a consistent method for building community in the classroom. For the purposes of this goal, consistency will be defined as used at least 1 time per week.  1.2
  • Since this will be the first year of implementation of the student survey at Garfield, we intend to use the results from the 2019-2020 survey as a baseline for subsequent analysis. 1.4
  • During the 2019-2020 school, we will utilize Restorative Circles as a strategy for resolving conflicts at least five times.  1.5

Action Plan

  1. We will utilize our previous training to implement Talking Circles on a consistent basis.1.1, 1.2
  2. We will implement the District Student Survey during the the spring of 2020. 1.3
  3. All classrooms will implement Second Steps Curriculum 1.3
  4. Administration, school counselor and behavior technician will hold at least 5 Restorative Circles in the course of the 2019-2020 school year. 1.5

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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

  • 2019-2020 SBA results 1.1, 1.2, 1.3
  • 2nd Grade: 2019-2022 MAP results. 1.1, 1.2, 1.3
  • K, 1 - DIBELS and Curriculum-based assessments. 1.1, 1.2, 1.3

Goal

ELA 1.1 

  1. As measured by the SBA, 68% of all 3rd, 4th and 5th grade students will meet or exceed standard by the end of 2022 school year.
  2. As measured by the SBA, 75% in grade 5 will meet or exceed standard by the 2022 school year.
  3. As measured by the SBA, 75% in grade 4 will meet or exceed standard by the 2022 school year.
  4. As measured by the SBA, 55% in grade 3 will meet or exceed standard by the 2022 school year.
  5. As measured by the MAP, 63% of students in grade 2 will meet or exceed standards by the 2022 school year. This is an 11% increase from spring 2019 MAP scores. 
  6. 39% of 1st grade students are average and above on the Reading MAP test. We would like to increase this to 60% of students to be average and above by MAP reading Spring test. This is a 21% growth.
  7. By the end of the school year 2022, 60% of Kinders with 8 months enrollment with 80% attendance (140 days) will say 60% of letters sounds and be able to produce a guided writing sample using beginning and ending sounds and a grade level rubric for writing.

Math 1.2 

  1. As measured by the SBA, 70% of students in grades 3,4,5 combined will meet or exceed standard by the end of the 2022 school year.
  2. As measured by the SBA, 75% of students in grades 5 will meet or exceed standard by the end of the 2022 school year.
  3. As measured by the SBA, 75% of students in grade 4 will meet or exceed standard by the 2022 school year.
  4. As measured by the SBA, 60% of students in grade 3 will meet or exceed standard by the 2022 school year.
  5. As measured by the MAP, 60% of students in grade 2 will meet or exceed standards by the 2022 school year. This is a 11% increase from spring 2019 MAP scores.
  6. By May 2022, 75% or more of 1st graders who spent 8 months or more at Garfield will be able to add fluently within 10 as measured by a common formative assessment.
  7. By the end of the school year 2022, Kinders that have been in school 8 months with 80% attendance (140 days) 60% of students will assign objects to number (0-20) with 60% accuracy, as measured by a curriculum-based assessment.

Science 1.3 
As measured by State Science Assessment, 75% of 5th grade students will meet or exceed standard by 2022.

Action Plan

  1. We will implement a new intervention system that sharpens the focus of intervention to what is currently being taught in the classrooms. Grade level teams will use common assessments to determine students' progress toward agreed upon skills. Intervention groups will be created based on these results. During these intervention times, teachers will work with students who demonstrate the greatest need. 2.1, 2.2
  2. 3rd grade will use SBA interim assessments to practice test skills and determine readiness for formal test. 2.2
  3. Teachers, intervention specialists and support staff will provide 30 minutes of intervention, in both reading and math, four times a week. 2.1, 2.2
  4. Each Wednesday, support staff will meet with intervention teachers or District TOSA's to receive guidance, training and support in instruction. 2.1, 2.2
  5. We will hold 3 "Data Board" meetings during the course of the year, following MAP Testing. During these meetings grade level teams will review current student data and review intervention groups and strategies. Particular attention will be given to the performance of students of color, students with IEPs and those living at or below the level of poverty.  2.1, 2.2
  6. Wednesday Early Release days will be dedicated for grade level PLC work. 2.1, 2.2

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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

  • Counselor will keep a count of the number of student self-referrals for support 3.5
  • Comparison of student goals and achievement in the Pacer test, from Fall to Spring. 3.3

Goal

90% of students who participate in the Pacer exercise during PE, will set goals that increase their performance (number of laps). 3.3

Action Plan

  1. Special Services will teach social/emotional skills, focusing on executive functioning. 3.1
  2. Garfield partnership with Snap-Ed Program to provide during and after school opportunities. 3.2
  3. Garfield Garden Opportunities for all grades. 3.2
  4. Garfield partnership with GRUB and Native Plant Specialist throughout the year. 3.2
  5. Art, Music and PE specialists will connect their area of focus with emotional and physical health. 3.2
  6. We will fully implement the District's Elementary pilot to offer students 2 physical education classes per week. 3.3
  7. Mindfulness practices are implemented in some classrooms. 3.4
  8. Teacher survey will be conducted to identify students who have both externalizing and internalizing needs. 3.4
  9. Student survey conducted to provide students with an opportunity to self-reflect and provide school feedback. 3.4
  10. Social groups created based on similar needs. 3.4
  11. We will continue to build our staff library to include topics of trauma, sexual abuse and other relevant issues. 3.4
  12. Continued full implementation of Second Steps Curriculum in all grades.  3.4 and 3.5
  13. Counselor will visit all classrooms and share ways in which he can support students. These may include lunch bunches, social groups and 1-on-1 sessions. He will also explain how students can sign up for times or submit a self-referral. 3.5
  14. 4th grade students will write letters to the para educators they work with, describing how they best learn. 3.6 
  15. Provide after school opportunities for students on Tuesday and Thursday. MORE Classes (More Opportunities for Recreation and Enrichment). Classes will include a Robotics class for 5th grade students taught by classroom teachers. 3.7
  16. Garfield's "Cheetah Ambassadors". This group of 4th and 5th graders serve in a leadership capacity. This includes recess problem-solving and facilitating school-wide initiatives. 3.7
  17. Teacher Librarian will present lessons on Digital Citizenship to all grades. 3.8

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Outcome 5: Discover their passions, be curious and love learning.

  1. Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
  2. Experience failure, setbacks and disappointments as an expected and honored part of learning.
  3. Understand and demonstrate the value of service in their community and learning by doing.
  4. Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.

Metric

  • Collection Circulation Report grouped by call (topic) #s  5.1
  • During music class, teacher will measure the number of students comfortable and willing to create a unique or adapted performance piece for the class. 5.4

Goal

Over the course of a selected month Librarian presents the Reading Without Walls Challenge. During this month students will select 3 books that require them to explore new ideas or ideas that are uncomfortable to them.  Progress will be monitored through review of a punchcard or through Patron History. 5.1

Action Plan

  1. Continue to offer after school classes (MORE) where students can participate in extra-curricular and enrichment activities. 5.1
  2. Garfield Site Council will hold a Heritage Night where we will build on last year's event. In addition to bringing in special performers and student performance, we hope to expand parent participation. Student classroom activities and art will be included. 5.1
  3. "Reading Without Walls" challenge in Library. 5.1
  4. Library protocol requires students have a limited of number of check-outs. Students experience set-backs and disappointment when they cannot check-out new books until they return their books. 5.2
  5. Cheetah Ambassadors, 4th and 5th graders, will serve as playground support to younger students - problem-solving situations and encouraging active involvement in recess games. 5.3
  6. Partnering older and younger students, when appropriate to serve each of their needs. 5.3
  7. Buddy classrooms are formed with all classrooms, so students have an opportunity to develop relationships with other students. 5.3
  8. Growth mindset work discussed in classrooms covers topics of struggle, stamina and resiliency. 5.3
  9. Class Dojo, used in several classrooms, has a growth mindset series. 5.3
  10. Concept Quest, math enrichment, used in grades 4 and 5 to provide deep academic challenges. 5.3
  11. Common language of Second Steps is woven into our PBIS work, Lifeskill assemblies and daily recognition system. 5.3 
  12. SNAP-Ed will continue to offer classes to students, in conjunction with Native Plant specialists, to give students hands-on experiences in our garden. 5.3
  13. As part of the Elementary pilot, Garfield students will attend an Art class once a week. 5.4

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