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

Lincoln School Improvement Plan (2020-21)

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 Panorama Survey

Goal

  • By June 2021, 100% of classroom teachers will teach 2nd Step Curriculum, Mindfulness, and Habits of MInd. 
  • By June 2021, 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 Panorama Survey.

Action Plan

  1. Administer OSD Panorama 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 formative Bridges classroom-based assessments K-5 for each unit.
  • K/1 will administer the Comprehensive Growth assessment every winter and spring. 
  • MAP testing for grades K-5, every fall, winter, and spring. 

English Language Arts 

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

Goal-setting

  • Students create goals and reflect on these goals to understand what their next step is as a learner.

Goal

Math

  1. By June 2021, 85% of students in K-2 will recall addition facts up to 20 as measured by classroom designed assessments. 
  2. By June 2021, 50% of students in 3rd grade will recall their multiplication facts to 10 as measured by Number Corner Assessment and classroom based assessments. 
  3. By, June 2021, 70% of 4th and 5th grade students have conceptual understanding of fractions as measured by classroom based assessments

ELA Suggested spelling: sell 

  1. By June 2021, 70% students in K-3 grades will reach reading benchmark measured by Lucy Calkins Running Records and teacher interviews of students.  
  2. By June 2021, 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 2021, 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 2021, 85%  4th -5th grade of students will independently collect and analyze data as measured by science notebooks and teacher interviews. 

Action Plan

Math

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

ELA

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

Science 

  • Increase opportunities for data collection through scientific experiments. 

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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

  • Administer OSD Panorama and utilize the information to support our students needs.

Goal

  • By June 2021, 100% of students who need support identified by the Panorama survey will receive support through social and lunch groups.

Action Plan

  1. Administer OSD Panorama survey three times a year. 
  2. By June 2021 100% of classroom teachers will teach the Second Step curriculum, Mindfulness, and Habits of Mind.
  3. Intentionally teach Habits of Mind. 
  4. Students are taught Digital literacy and Citizenship, grades K-5.
  5. Teachers will incorporate opportunities for students to be active in a Distance Learning model. 
  6. Students will complete Common Sense Media lessons  about Well Being and Balance, Privacy and Security,  Digital Footprint and Identtity, Relationships and Communications, Cyberbullying, Digital Drama and Hate Speech, and News and Media Literacy. 

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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

  • Teachers will implement Since Time Immemorial curriculum 
  • Teachers will teach students about the Land Acknowledgement. 
  • Teachers use Morning Meeting to have intentional discussions around biases.
  • Elementary librarians are using the Diverse Book Finder tool to analyze our library collections to ensure that diverse collections are appropriately represented. 

Goal

  • 100% of students will produce a product to share their learning.
  • 100% of students will have an understanding of the Land Acknowledgement. 
  • 100% of students gain new perspectives through discussions, classroom readings, and expsosure to the books intentionally selected by the librarian.

Action Plan

  • All teachers will implement at least one unit of the Since Time Immemorial curriculum.
  • All teachers will intentionally teach the meaning of the Land Acknowledgement. 
  • Teachers will utilize Morning Meeting to have intentional discussions around biases once a month. 
  • Teachers will choose books intentionally to represent diverse cultures, languages, and perspectives.

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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

  • All K-5 teachers will integrate Project-Based Learning
  • Continue to implement Units of Study, Readers and Writer's Workhop to offer choices within a structure.

Goal

  • 100% of students will create a project from our school-wide theme, Sense of Place. 
  • 100% of students read and write about topics of interest and use the skills taught through Units of Study. 

Action Plan

  • 100% of teachers will use Units of Study to guide their teaching.
  • 100% of teachers will incorporate Project-Based learning to support teaching of Sense of Place.

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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 will collaborate digitally in a responsible way. 
  • Students engage in school wide Project-Based Learning focused on understanding their environment. 

Goal

  • 100% of students develop skills to successfully participate in cooperative groupwork. 
  • 100% of students will produc a project to demonstrate their learning of the natural world.

Action Plan

  1. Intentionally teach cooperative groupwork skills.
  2. Students engage in collaborative work through Project Based Learning

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