Garfield School Improvement Plan (2020-21)

Panorama Student Climate Survey  1.4

• During the 2020-2021 school year all classrooms 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 4 times 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 2020-2021 survey as a baseline for subsequent analysis. 1.4
• During the 2020-2021 school, we will utilize Restorative Circles as a strategy for resolving conflicts at least five times. As part of this plan we have designated a staff member to be a part time Restorative Center Director. 1.5. 

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 when it becomes available. 1.3
3. All classrooms will implement Second Steps Curriculum 1.3
4. Restorative Center Director, School Counselor and Behavior Technician will hold at least 5 Restorative Circles in the course of the 2020-2021 school year. 1.5

• 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

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.

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 

• Counselor will keep a count of the number of student self-referrals for support 3.5
• SEL Survey Late  Fall of 2020 and again in late spring of 2021 

Goal: 

• By June of 2021, students will improve their ability to apply principles of sound emotional and mental health, by having 90% of the entire student body identify as; Always and/or Most of the Time on related questions in Panorama survey. 

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. Social groups created based on similar needs. 3.4
10. We will continue to build our staff library to include topics of trauma, sexual abuse and other relevant issues. 3.4
11. Continued full implementation of Second Steps Curriculum in all grades.  3.4 and 3.5
12. 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
13. 4th grade students will write letters to the para educators they work with, describing how they best learn. 3.6 
14. 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
15. 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
16. Teacher Librarian will present lessons on Digital Citizenship to all grades. 3.8
17. Teachers will monitor the daily attendance check in (thumbs up/thumbs down) to gather data about student’s social/emotional feelings and use that to follow up with families/school counselor.

• Preschool: Subcategory:  4.0/4.1
  • Observation. Responding/labeling through picture books (fiction and nonfiction)
• Kindergarten:Subcategory 4.3
  • Teacher, staff observation. Students’ ability to demonstrate one or more skills of self-advocacy and empathy in a role playing scenario.
• First: Subcategory 4.1 
  •  Discussion board/ self-reflection: Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
• Second: Subcategory 4.4  Empower themselves to interrupt discriminatory remarks and attitudes.
  • Self reflection exit ticket. 
• Third: Subcategory 4.4
  • Metric: Exit Ticket
• Fourth:Subcategory 4.4:Empower themselves to interrupt discriminatory remarks and attitudes.
  • Metric: Exit tickets and self reflection
• Fifth: Subcategory 4.6: Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.
  • Metric: Self Reflection and Exit Slips
•  All: 
  • Subcategory: 4.1
    • Metric: Implementation of STI among all K-5 classrooms
  • Subcategory: 4.4
    • Metric: Second Steps exit tickets

• Preschool: Demonstrate these foundational skills: notice/name characteristics of self and of peers & characters. Notice same/different characteristics between self and peers & characters using positive regard/appreciation/celebration.
• Kindergarten: Students will be able to advocate for themselves and show empathy towards others.
• First: Students will have an increased understanding of their own culture as well as others. They will be encouraged to actively build a positive sense of self and expand students’ social awareness in an effort to create a more open-minded, inclusive community — one that celebrates diversity.
• Second: When given a scenario regarding discrimination students will identify the elements of discrimination and be able to use assertiveness steps/skills to speak up directly or indirectly. 
• Third: For students to embrace and celebrate the qualities that make them special and unique.  
• Fourth: Students will be able to identify stereotypes, bias, and discrimination, and feel empowered to step in. 
• Fifth: Students will successfully recognize and discern a variety of information while researching an issue and event.
• All:
  • Goal: To have all classrooms use Since Time Immemorial lessons, provided by OSPI in their classrooms, and within library lessons. 
  • Goal: Students will use the skill of assertiveness, as taught in Second Steps lessons, to practice responding to disrespectful remarks in a strong and constructive way.   Especially in grades K and 1 Kelso’s Choices will be taught showing students that there may be more than one option and showing that “Choices” are just that choices. If one choice does not work try another.  This principle is applicable in other grades, however at a higher level of thinking. 

• Preschool: Regular incorporation of books/stories into every unit that show, highlight, celebrate diversity. Activating action, play and discussion on same/different.  Promoting conversations that come up organically during routines and play.  4.0/4.1
• Kindergarten: Beginning with early social development skills of understanding differences, in kindergarten students are supported in learning and developing their ability to build boundaries for themselves and develop empathy towards others. During Second Steps lessons (with role playing) and when these situations arise organically, students have an opportunity to practice and be supported in these situations. “If/Then opportunities are provided in lessons (through Second Steps and Kelso’s Choice) that reinforce these skills. 4.3
• First: Deliver the Pollyanna Racial Literacy Curriculum for first grade and STI lessons about identity. 4.1 
• Second: Read stories during morning meetings. During second step lessons implement assertiveness, empathy, and types discrimination. Deliver instruction from the Social Justice Standards: The teaching tolerance anti bias framework. Check-in with families about their own identities. 4.4 
• Third: Read stories during morning meetings about diversity. Highlight and celebrate differences and traits that make us unique. Hold breakout room discussions so students can share what makes them special. 4.4
• Fourth: Teach at least 1 of the following, and use it as a basis for class discussion.  4.4
  • https://www.tolerance.org/classroom-resources/tolerance-lessons/examining-stereotypes-in-books
  • https://www.tolerance.org/classroom-resources/tolerance-lessons/recognizing-discrimination
  • https://www.tolerance.org/classroom-resources/tolerance-lessons/analyzing-gender-stereotypes-in-mediaFifth
• Fifth: Use discussion boards to discuss recent events and compare to past events.  Use current elections to discern credibility of information. 4.6
• All:
  • Grade levels, along with library, will select and implement a common STI lesson for students, during the 2020-2021 school year 4.1
  •  During Second Steps lessons, teachers will fold into lessons of assertiveness, examples of racial stereotypes and bias for students to examine these issues and ways to respond. 6 hours of Professional development, led by the Garfield Racial Equity Team will be offered to all staff to continue work on understanding personal and systemic racism, and developing check systems and practices to address these practices and perceptions. 4.1​​​​​​​​​​​​​​

• 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

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

1. Continue to offer after school classes (MORE) where students can participate in extra-curricular and enrichment activities. 5.1
2. "Reading Without Walls" challenge in Library. 5.1
3. 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
4. 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
5. Partnering older and younger students, when appropriate to serve each of their needs. 5.3
6. Buddy classrooms are formed with all classrooms, so students have an opportunity to develop relationships with other students. 5.3
7. Growth mindset work discussed in classrooms covers topics of struggle, stamina and resiliency. 5.3
8. Class Dojo, used in several classrooms, has a growth mindset series. 5.3
9. Concept Quest, math enrichment, used in grades 4 and 5 to provide deep academic challenges. 5.3
10. Common language of Second Steps is woven into our PBIS work, Lifeskill assemblies and daily recognition system. 5.3 
11. 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
12. As part of the Elementary pilot, Garfield students will attend an Art class once a week. 5.4

• Preschool: Subcategory: 6.1
  • Metric: (A) Observation (B) Observation
• First: Subcategory:  6.3 Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
  • Metric: Class discussions
• Second: Subcategory 6.4 Use digital tools to constructively learn from and connect with people and communities around the world.
  • Metric: Use a Venn diagram to compare and contrast two communities. 
• Third: Subcategory 6.3
  • Metric: Exit Ticket
• Fourth: Subcategory:  4.1 Participate on teams and know the power of teamwork.
  • Metric: Class discussions/projects 
• All: 
  • Subcategory: 6.1 and 6.2
    • Metric: Exit Ticket and Written Reflection following event
  • Subcategory: 6.1 and 6.2
    • Metric: Exit Tickets following lessons 

• Preschool: Goal:  6.1
  • (A) Students will frequently use inclusive language around small groups and play (verbal or gestural): 1) to welcome: invite/ask to be invited into play, using “we” and (2) to promote turn-taking: your turn/my turn & it’s so & so’s turn (higher level: standing up for others)
  • (B) Students will demonstrate the SS Fair Ways to Play
• First: Goal: 6.3 
  • Students will understand that oral traditions play an important role in sustaining the culture, history, and resilience of the world's first peoples. Through these stories students will learn about the plants, animals, and geography of Washington State and the importance of preserving them. 
• Second: Goal: 6.4
  • Students will use digital tools to compare, contrast, and find connections to other communities around the world. 
• Third: Goal: 6.3
  • For students to learn the importance of composting, recycling, and reducing consumption and waste.
• Fourth: Goal: 4.1
  • Students will identify teamwork as a factor in success, and will work as a team to complete collaborative work.
• All: 6.1 and 6.2
  • Goal: To have our students and families participate in a food/hygiene  drive to replenish supplies in the Garfield Pantry
  • Goal: To have our students participate in at least three digital citizenship lessons, provided during library lessons, throughout the year.

• Preschool: Action Plan:  6.1
  • (A) Role play with Second Steps review during group meetings, rehearsal during small group games, scaffolding during play, use of stories. 
  • (B) Scaffolded during play, role play with puppets (SS), stories
• First: Using the STI curriculum focusing on the importance of place and preservation. 6.3 
• Second:  Students will take two virtual field trips. Each class will connect with a teacher/class from another community to learn about the class and the community via email. Use stories in Wonders to learn about different communities around the world. 6.4
• Third:  Contact Kim Johnson at Dirtworks to inquire about a virtual field trip. Teach lessons on reducing, reusing and recycling. 6.3
• Fourth:  We will discuss how to work as a team, how to support our classmates, and why this is important. Students will be offered opportunities to work collaboratively on shared assignments/activities. 4.1
• All: 
  • This year we will hold a food and supply drive where students will actively participate in generating ideas, developing action steps and work collaboratively with local agencies to build supplies in our school pantry
  • The Teacher-Librarian will select appropriate lessons with other TLs across the district and will facilitate, at least, three Common Sense Digital Citizenship lessons to Garfield students throughout the 2020-2021 school year. 6.1 and 6.2