OSD Students Will
Be compassionate and kind.
Board Monitoring Report 6/9/2022
Have the academic and life skills to pursue their individual career, civic and educational goals.
Board Monitoring Report 1/27/2022
Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
Board Monitoring Report 4/14/2022
Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
Board Monitoring Report 3/10/2022
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022
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 (2021-22)
Outcome 1: Be compassionate and kind.
- Be aware of and appreciate one’s similarities and differences with others.
- Listen well and cooperate with others.
- Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
- Express emotions, thoughts and impulses in positive and beneficial ways.
- Resolve conflicts and repair relationships.
- Administer OSD Elementary Student Panorama Survey for 3,4, and 5th-grade students late fall 2021 and late spring in 2022.
- All students will demonstrate techniques & strategies for solving problems with peers in a healthy, constructive and safe manner as per Second Step criteria.
- By June 2022, 100% of classroom teachers will teach the Second Step Curriculum, Mindfulness, and Habits of Mind.
- By June of 2022, 80% of students will demonstrate an awareness of being compassionate and kind, as measured in the Panorama survey in the categories of supportive relationships and positive feelings.
- Administer OSD Panorama survey.
- Intentional instruction with the use of the Second Step curriculum to support social/emotional skill development.
- Adults will intentionally use problem-solving strategies using Glasser Choice Theory.
- Teachers teach restitution as part of the problem-solving process.
- All staff will intentionally teach kindness, manners, and respect throughout the school day.
- 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 liaisons at each building will reach out to students and families to provide support in partnership with counselors and principals.
- Conflicts will be addressed using Restorative Justice
Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.
- Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
- Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
- Use analytic and scientific principles to draw sound conclusions.
- Analyze multiple causal factors that shape major events in history.
- 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.
- Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
- Problem solve using both creative and critical thinking skills.
- Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
- Apply reliable information and systematic decision making to personal financial decisions.
- Administer formative Bridges classroom-based assessments K-5 for each unit.
- K/1 will administer the Cumulative Growth Assessment in the fall.
- Administer MAP testing.
English Language Arts
- Administer Running Records twice per year, fall and spring.
- Administer MAP testing.
- Administer Oral Fluency MAP reading assessment 2 times per year to all K/1 students.
- Students create goals and reflect on the goals to understand what their next step is as a learner.
- By June 2022, 85% of 2nd-grade students will recall addition facts up to 20 as measured by classroom-designed assessments.
- By June 2022, 80% of K-5 students will have met the standard on at least 5 of the Bridges End of the Unit Post Assessments, Number Corner Assessment, and Classroom-Based Assessments.
- By June 2022, at least 70% of all students in grades 1-5 will score above the 50th percentile in math as measured by the Fall and Spring MAP assessments.
- By June 2022, 70% of students in K-3 grades will reach the reading benchmark measured by Lucy Calkins Running Records and teacher interviews of students.
- By June 2022, 80% of 4th and 5th-grade students will reach the reading benchmark as measured by Lucy Calkins Running Records and teacher interviews of students.
- By June 2022, 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.
- By June 2022, 85% of 4th-5th-grade students will independently collect and analyze data as measured by science notebooks and teacher interviews.
- By June 2022, 100% of the students will develop models as representations of observable phenomena in the natural world. This will be measured by 2 and 3-dimensional artifacts.
- Teach mathematical practices that strengthen Operational Strategies and Math Fact fluency using Bridges and other district resources.
- 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 meetings, weekly assemblies, school presentations, and classroom discussions.
- Increase opportunities for data collection through scientific experiments.
Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
- Communicate effectively.
- Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
- Be physically active and see athletics and exercise as health-enhancing behaviors.
- 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.
- Understand how and when to seek supportive mental and emotional health resources for self and others.
- Cultivate healthy relationships that honor each person's personal preferences and boundaries.
- Identify and develop personal strengths and interests.
- Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.
- Administer OSD Panorama and utilize the information to support our students' needs.
- By June 2022, 100% of students who need support identified by the Panorama survey will receive support through social and lunch groups.
- By June of 2022, 80% of students will respond favorably when asked about their ability to demonstrate self-efficacy and emotional regulation as measured in the Panorama survey.
- Administer OSD Panorama survey fall and spring.
- By June 2022 100% of classroom teachers will intentionally teach the Second Step curriculum, Mindfulness, and Habits of Mind.
- Students are taught digital literacy and citizenship, grades K-5.
- Teachers will incorporate opportunities for students to practice self-regulation strategies throughout the day and teach zones of regulation, calm down corner, relaxation techniques, positive self-talk, classroom meetings, Second Step lessons/ language in the classroom
- Students will complete Common Sense Media lessons about Well Being and Balance, Privacy and Security, Digital Footprint and Identity, Relationships and Communications, Cyberbullying, Digital Drama and Hate Speech, and News and Media Literacy.
- 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 Technicians will continue to use CICO (check-in, check out) system.
- Use Responsive Classroom strategies including Morning Meeting structure.
Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
- Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
- Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
- 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.
- Empower themselves to interrupt discriminatory remarks and attitudes.
- Evaluate the significance and dependability of information used to support positions.
- Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.
- Use Street Data Survey late fall and early spring.
- Use the family Panorama survey in late fall and early spring.
- 100% of students will create a product to share their learning about school-wide Community Themes by May 2022.
- All teachers will provide lessons to students in relation to Native American Land Acknowledgement.
- By April 2022, 100% of the students will complete Street Data Surveys & staff will create goals based on the results from the survey
- By April 2022, 70% of the families will complete Street Data Surveys. Staff along with the Options Community Council will create goals based on the results from the survey.
- In partnership with Options Community Council families, 80% of families will respond favorably regarding students learning about, discussing, and confronting issues of race, ethnicity, and culture in school as measured by the Panorama Survey in the cultural awareness and action section by late spring of 2022.
- 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 have intentional discussions around equity issues once a month.
- Teachers will choose books intentionally to represent diverse cultures, languages, and perspectives.
- Equity Teams will meet routinely throughout the year to plan professional development using the book Caste.
- Families will participate in the OSD Panorama SEL Survey in late fall 2021 and late spring of 2022.
- Teachers provide opportunities for class discussions when events arise in the community related to major news events and will communicate topics of conversations with families.
- Continue to diversify library collections to better represent all students and cultures.
Outcome 5: Discover their passions, be curious and love learning.
- Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
- Experience failure, setbacks and disappointments as an expected and honored part of learning.
- Understand and demonstrate the value of service in their community and learning by doing.
- Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.
- All K-5 teachers will integrate Project-Based Learning.
- Continue to implement Units of Study, Readers and Writer's Workshop to offer choices within a structure.
- Exit tickets completed by students at the end of the school-wide service event.
- 100% of students will create a project from our school-wide theme, Community.
- 100% of grade levels will provide opportunities for students to participate in a service project by June, 2022.
- 100% of students will read and write about topics of interest and use the skills taught through Units of Study.
- 100% of teachers will use Units of Study to guide their teaching and integrate teamwork.
- 100% of teachers will incorporate Project-Based Learning to support the teaching of the Community.
- Schools/Grade levels/teachers choose at least one service project to complete during the year.
- Work in partnership with families and community members to complete service project(s).
- Highlight and celebrate examples of students providing service.
Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.
- Participate on teams and know the power of teamwork.
- Demonstrate the ability to engage in inclusive problem solving.
- Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
- Use digital tools to constructively learn from and connect with people and communities around the world.
- Gather, interpret and present information in culturally responsive ways.
- Students will collaborate digitally in a responsible way.
- Students will engage in school-wide Project-Based Learning focused on the understanding of "Community."
- Exit tickets will be completed by students at the end of the school-wide service event.
- Students will be active participants in the garden.
- 100% of students will develop skills to successfully participate in cooperative group work.
- 100% of students will create a project to demonstrate their learning of "Community."
- 100% of students will plant, care for, and harvest in the Lincoln Garden.
- Intentionally teach cooperative group work skills.
- Students engage in collaborative work through Project-Based Learning.
- Strengthen the relationship with our "Sister School" in Nicaragua.