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 4:
Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
Board Monitoring Report 3/10/2022

Outcome 5:
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022

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

Garfield School Improvement Plan (2022-23)

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

Panorama survey in late fall of 2022 and late spring in 2023.

Participation rate among all classrooms for building-wide community building initiative.

Goal

In the area of belonging, the Panorama survey asks 3 questions of students. Based upon Fall 2022 results, we will focus on increasing favorable responses in these areas:
    1) How well do people at your school understand you as a person? 
  •     In the spring of 2022, 65% of all 3-5 students responded favorably. We would like to continue a pattern of growth from the previous year and see a 5% increase over the course of the '22-'23 school year.
    2) How much support do the adults at your school give you?
  •     69% responded favorably. This is a 13% decline from the Spring 2022 results. We hope to reverse this trend and increase the favorability rate by 4% this year, to 73%.
    3) How much respect do the students at your school show you? 
  •     A 54% favorable response was a 12 % decline from spring 2022. We would like to reverse this trend and increase the favorability 5%, to 59%.
    4) Overall, how much do you feel like you belong at your school?
  •     75% of students responded favorably. This was the same as last Spring's results. In this question all of our sub groups of race (with the exception of confidentilality protected and white) equalled or surpassed this percentage. This year we would like to see a 4-5% increase in favorable responses, with aparticular focus on the group described as "confidentiality protected".



100% of classrooms will participate in a building-wide initiative to recognize and celebrate efforts to build community.

Action Plan

  • 3rd-5th students will participate in the OSD Panorama SEL Survey in late fall 2022 and late spring of 2023. ​​
  • Each classroom teacher will integrate Second Step curriculum into their weekly instruction.
  • Counselor and support staff including paraeducators will hold both targeted small group social skills sessions and drop-in sessions for lunch buddies focusing on interpersonal skills and compassion.  
  • Family liaison will reach out to students and families to provide support in partnership with counselors and principal.
  • Restorative room will be used to support student self-regulation as well peer-to-peer relationship restoration.

Back to top

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

  • Panorama
  • MAP
  • Teacher created assessments

Goal




Kindergarten
  • Baseline
    • 7 out of 44  first grade students (15% ) met the fall benchmark on a teacher created phonics assessment (identifying lower and uppercase letters, consonant sounds, vowel sounds, and nonsense cvc words)
  • Benchmark 
    •  29 out of 46 students met the fall benchmark for letter recognition upper case 
    • 22 out of 46 students met the benchmark for letter recognition lower case
    • 7 out of 46 students met the benchmark for sound recognition 
  • Goal  
    • When given teacher created assessments, 10 students who did not meet benchmark in the fall will increase  recognition of 10 upper case, 10 lower case and 7 sounds by May of 2023.
    • This small group was created from the September assessment.

1st Grade
  • Baseline
    • 7 out of 44  first grade students (15% ) met the fall benchmark on a teacher created phonics assessment (identifying lower and uppercase letters, consonant sounds, vowel sounds, and nonsense cvc words)
  • Goal
    • When given a teacher-created phonics assessment, 71% (10/14) of students will show growth by meeting the beginning of the year standard in one or more area (identifying lower and uppercase  letters, consonant sounds, vowel sounds, and nonsense cvc words) by May of 2023.
      • *Subgroup was determined by fluency and Reading MAP scores in September. 

Grades 2nd-5th Goal:
  •     During the 22-23 school year, students not receiving IEP services, who are identified as needing the greatest support will meet or exceed their projected growth goal in the area of reading, as measured by the Spring MAP assessment.

TPEP Goals for grades 2-5

  • 2nd Grade
  • Baseline: 
    •     63% of students are reading below 2nd grade BOY fluency goals. 50% of these are BIPOC students. 
  • Goal: 
    •     During the 2022-2023 school year, based on students’ baseline assessment in the area of fluency, 63% of students will increase their proficiency by 30%, or 10% above benchmark as measured by Teacher-based assessment (Week 6 fluency passages)

3rd Grade
  • Baseline-
    • 28/53 students scored below the 50th percentile for start of year third grade expectations .  Of those 28 students, 11 are students of color. 
  • Goal-
    • Those 11 students of color will increase their reading fluency by 10% by the end of April.

4th Grade
  • Baseline: 
    •     21 out of 52 4th grade students are scoring below the 50th percentile for beginning of the year 4th grade expectations of 94 accurate WPM. Of those 21 students 14 are students of color (67%). 
  • Goal: 
    •     Those 14 students of color will increase their fluency by 10% by the end of April 2023. 

5th Grade 
  • Baseline: 
    •     16 students of color out of 54 5th grade students are reading below the 50th percentile for beginning of the  year 5th grade expectations.
  • Goal:  
    •     Those 16 students of color will increase their fluency by 10% by the end of April 2023.


Action Plan

All Grades: 
  •     In an effort to address the opportunity gap the exists with some of our BIPOC students in the area of reading growth, all classroom teachers will formulate a TPEP goal to focus on enhancing growth rates among these students. 

1st Grade
  • Daily leveled instruction.
  • Daily 5 implementation.
  • Hegerty phonemic awareness lessons.
  • Wonders outline sent home with families weekly.
  • Communication  with families about what leveled reading groups are working on. 
  • Student and family created reading goals.

2nd Grade
  • WIN groups based on focus skills to increase decoding skills for grade level reading
  • In class phonics instruction based on weekly Wonders skill
  • Progress monitoring with flexible grouping for WIN/Core

3rd Grade
  • Daily 5 leveled instruction
  • Site word practice
  • Vocabulary work
  • Wonders online games
  • Student created reading goals

4th Grade
  • During ELA WIN time we are ability grouping based on fluency scores
  • Systematically teaching phonics skills
  • Regular fluency assessments
  • Daily/Weekly instruction on reading phonics goals

5th Grade 
  • During ELA WIN time we are ability grouping based on fluency scores
  • Systematically teaching phonics skills
  • Regular fluency assessments

Specialists
  • During the 2022-2023 school year, AMP+L teachers, when applicable, will create lesson plans which integrate specialist and reading standards to focus on promoting love of reading and literacy skills.

Back to top

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

Panorama survey in fall of 2022 and spring in 2023. 

Goal

By June of 2023, 60-65% of students will respond favorably when asked about their ability to demonstrate self-efficacy and emotional regulation as measured in the Panorama survey.
  • Specifically, the question that asks: "How sure are you that you can do the hardest work that is assigned in your class?" 37% of students responded favorably which was a slight increase from the year before but was clearly the lowest favorable response of all the questions in this area. For this question, we hope to make at least 5% favorable growth.
  • A second question: How sure are you that you can learn all of the topics taught in your class? Results of Fall 2022 were down from the previous spring survey by 7%. We would like to regain that drop by spring.


Action Plan

  • Students will participate in the OSD Panorama SEL Survey in fall 2022 and spring of 2023.
  • Teachers can check out SEL books from the restorative room (C7), and school library, for classroom use as needed. 
  •  School-wide classroom meetings will provide opportunities for community-building and social/emotional skill development.
  • Teachers will teach and use self-regulation strategies (calm down corner, relaxation techniques, positive self-talk, classroom meetings, Second Step lessons/ language) in the classroom.
  • Restorative room staff will collaborate to help set up a restorative area within the classroom.
  • Restorative team will collaborate with teachers to design or present lesson for Second Steps or SEL education.
  • The family liaison will partner with the school counselor, Tier 2 Teams, BHR, and other local community-based resources to support the mental health and well-being of students
  • Behavior Technician will continue to use CICO (check-in, check out) system.
  • All elementary teacher-librarians will teach Common Sense Media focusing on media safety and media balance.

Back to top

Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.

  1. Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
  2. Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
  3. Demonstrate the ability to recognize that biased attitudes expressed consistently over time gradually distort perceptions until stereotypes and myths about people different from oneself are accepted as reality.
  4. Empower themselves to interrupt discriminatory remarks and attitudes.
  5. Evaluate the significance and dependability of information used to support positions.
  6. Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.

Metric

We will measure success based on participation in the Digital Immersion Initiative.

Goal

By Spring 2023, 80% of classrooms will be able to identify misinformation, bias and credibility within sources that confront race, ethnicity, and cultural diversity as measured by conversations within each classroom and participation in a school-wide digital immersion initiative.

Action Plan

​​​​​​​​
  • Equity Teams will meet routinely throughout the year in order to address site-specific needs. 
  • Families and students will participate in the OSD Panorama SEL Survey in late fall 2022 and late spring of 2023. 
  • The Teacher Librarian will provide opportunities for success. 
  • Classroom teachers will participate in a Learning For Social Justice lesson plan using the links below:
Grades K-5 Lesson idea 
https://www.learningforjustice.org/classroom-resources/lessons/looking-at-race-and-racial-identity-in-childrens-books

Grades 3-5 Lesson idea 
https://www.learningforjustice.org/classroom-resources/lessons/examining-stereotypes-in-books

Grades K-5 Lesson idea 
https://www.learningforjustice.org/classroom-resources/lessons/reading-ads-with-a-social-justice-lens

Back to top

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

Grade appropriate self-reflection in the form of a picture, a discussion, a note, etc completed by each student.

Goal

100% of grade levels will participate in a school- wide and/or classroom service opportunity by June 2023. 

Action Plan

  • Schools/ Grade levels/ teachers can participate in a service activity to improve the local community (school, neighborhood, city) as determined by students with teacher support/direction. Some examples could include: painting rocks to beautify neighborhood, gratitude notes to school staff/family/childcare, clean up the track, etc.)
  • A school-wide, months long drive to gather supplies to donate to homeless services. Have students participate in artistic creation of advertising materials (posters, flyers, etc.)
  • Form a community service committee, facilitated by our Family Liaison, in collaboration with parents and students to direct, track and assess program.
  • Providing opportunities for families/students to have a reciprocal relationship with Family Liaison and school based support.

Back to top

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

Google doc with assigned times and activities (for classes/ grade levels) chosen by each class with an activity and date of completion to contribute to the improvement of our Garfield environment. 

Goal

In partnership with the Garfield community (students, teachers, families, custodians, neighborhood, etc), all students will have experiences in participating in activities to improve the physical environment of the school. Students will play an active role in the decision making of our school. This will include student created goals, activities, and service projects. As a culmination of these efforts, Garfield will host a school-wide week of service inviting students, families, and community members to collaborate and contribute in a way that is accessible and meaningful to them.

Action Plan

  • Create a google doc with suggested activities/ ideas
    • Classroom teachers will select a date, activity, and brief reflection of what they did, what still needs to be done, and any observations they have
  • Create student leadership roles among grade levels 
  • Earth Day (4/22) - school wide Day of Service (or within the week)
  • Coordinate with SNAP-Ed and community members to support and contribute to the day of service

Back to top