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

Lincoln 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 questions #1-6.

Goal

  • By June 2020, 100% of classroom teachers will teach 2nd Step Curriculum, Mindfulness, and Habits of MInd. 
  • By June 2020, students improve their ability to be compassionate and kind by having 90% of the entire student identify as "Always" and/or "Most of the time" on the OSD Elementary Student Climate Survey.

Action Plan

  1. Administer OSD elementary school survey (younger students buddy up with older to complete the survey).
  2. Intentional instruction with the use of Second Step curriculum to support social/emotional skill development.
  3. Use problem solving strategies intentionally using Glasser Choice Theory.
  4. Teachers teach restitution as part of the problem-solving process.
  5. Intentionally teach kindness, manners, and respect throughout the school day.

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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

Math

  • Administer Bridges pre-and-post assessments data for grades 2-5 for each unit.
  • K/1 will administer the Comprehensive Growth assessment every winter and spring. 
  • MAP testing for grades 2-5, every fall and spring. 


English Language Arts 

  • Administer Running Records two times a year, fall and spring.
  • For ELA , we administer MAP testing fall and spring.
  • Administer Dibels reading assessment three times per year to all k/1 students.  


Portfolios
Students create and utilize Growth Portfolios to reflect on their processes and set goals based on these reflections. 

Goal

Math

  1. By June 2020, 85% of students in K-2  will recall addition facts up to 20 as measured by Pre-and-Post Bridges unit assessments and classroom designed assessments. 
  2. By June 2020, 50% of students in 3rd grade will recall their multiplication facts to 10 as measured by Number Corner Assessment and Origo Math Facts Cards.
  3. By, June 2020, 70% of 4th and 5th grade students have conceptual understanding of fractions as measured by end-of-unit assessments and classroom based assessments


ELA Suggested spelling: sell

  1. By June 2020, 85% students in K-3 grade will advance the equivalent of at least one year's growth in reading as measured by Lucy Calkins Running Records and teacher interviews of students.  
  2. By June 2020, 85% of 4th and 5th grade students will reading benchmark as measured by Lucy Calkins Running Records and teacher interviews of students.  


Science 

  1. By June 2020, 80% of K-3 students will plan and carry out investigations to answer questions or test solutions to problems.  With guidance , 75% of K-3 students will conduct investigations in collaboration with peers.
  2. By June 2020, 85%  4th -5th grade of students will independently collect and analyze data as measured by science notebooks and teacher interviews. 


Portfolios 
By June 2020, 100% of students have experience intentionally using growth portfolios. 

Action Plan

Math
Teach mathematical practices that strengthen Operational strategies and Math Fact fluency using Bridges and other district resources.

ELA

  1. Staff will continue to implement Lucy Calkins' Units of Study Curricula for reading, writing, and phonics curriculum. 
  2. Continue to support speaking and listening skills through Morning Meeting, weekly assemblies, and school presentations. 


Science 
Increase opportunities for data collection through scientific experiments. 


Portfolios 
Teachers intentionally utilize growth portfolios and students understand the purpose, as well as how to use them. 

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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 7-10  3.1, 3.2, 3.3, 3.5, 3.8

Goal

By June 2020, students will demonstrate their ability to advocate for a healthy body and mind. This will be shown through 90% 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 Climate Survey (younger student buddies up with an older student to help them complete the survey).
  2. By June 2020, 100% of classroom teachers will teach the Second Step curriculum, Mindfulness, and Habits of Mind.
  3. Intentionally teach Habits of Mind. 
  4. Students participate in service learning projects through integrated projects and theme work.
  5. Students are taught Digital literacy and Citizenship, grades 2-5.

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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

  • Students participate in service learning projects; examples include food bank, plant a tree, park clean-up, food drives, etc. Their learning is demonstrated through collaborative school-wide bulletin board. 
  • Students who participate with Walk N Roll and Bicycle Commuter challenge will record their participation on a datasheet provided by the coordinators of the event and staff will utilize it to strengthen participation for the future.
  • Students will have a self reflection form of their groupwork experiences as part of their Growth Portfolios. Students will reflect twice a year with during portfolio share with their families. Teachers will utilize these are resources to strengthen groupwork in the classroom.
  • Students engage in school wide Project-Based Learning; their products are displayed and shared through Theme Night on May 21st , 2020.

Goal

  • 100% of classrooms participate with at least one service learning project annually. 
  •  80% of neighborhood students participate in Walk N Roll and Bike Commuter Challenge. 
  • 100% of students develop skills to successfully participate in cooperative groupwork. 
  • 100% of students participate in projects addressing global conservation.

Action Plan

  1. All students participate in Earth Day service project. 
  2. Flyers, announcements, and communication through newsletters about Walk N Roll and Bicycle Commuter Contest.
  3. Intentionally teach cooperative groupwork skills.
  4. Students engage in collaborative work through Project Based Learning

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