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

LP Brown 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, twice yearly. Once in the Fall and once in the Spring.

Goal

  • Each Spring, 2023-2025, students will demonstrate an increased awareness of being compassionate and kind and have the skills to advocate for the social, physical, and mental wellness of themselves and others, as measured by an increase in positive responses to the Panorama survey in the categories of supportive relationships (79% to 82%), positive feelings (71% to 75%), and emotional regulation (54% to 60 %).

Action Plan

  • All classroom teachers will teach the Second Step Curriculum and Bullying Prevention Curriculum in its entirety
  • All classrooms will implement classroom morning meetings to support kindness and compassion
  • All staff will use Eagle Tickets (PBIS reinforcer) to emphasize and recognize kindness and compassion in action

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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

2022-2025: MAP and primary phonics screener

Goal

KINDERGARTEN SIP GOALS
  • Each spring, 2023-2025, the number of students that can say letter sounds will increase from 1% in the Fall to 80% in the Spring as measured by benchmark phonics screener. 

1st GRADE SIP GOALS 
  • Each spring, 2023-2025, the number of students that can read cvc words (9/10 words in a list) will increase from 24% in the Fall to 90% in the Spring, as measured by benchmark phonics screener.
 
2nd-5th GRADE SIP GOALS
  • Each spring, 2023-2025, 80% of continuously enrolled attending students in grades 2-5 will meet or exceed growth goals and/or reach grade level proficiency on Spring MAP Assessments. 

Action Plan

  • Meet individual and group needs via an intervention and enrichment system
  • Analyze pre and post data regularly through our building-based PLC model
  • Instructional coaching and professional development provided to teachers in content area instructional practices
  • UFLI Foundations reading implemented in core and intervention for all grades (K-2)

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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

  • Panorama survey, twice yearly. Once in the Fall and once in the Spring.

Goal

  • Each Spring, 2023-2025, students will demonstrate an increased awareness of being compassionate and kind and have the skills to advocate for the social, physical, and mental wellness of themselves and others, as measured by an increase in positive responses to the Panorama survey in the categories of supportive relationships (79% to 82%), positive feelings (71% to 75%), and emotional regulation (54% to 60 %).

Action Plan

  • Students in grades 3-5 will have access to a "help box" for requesting help any time they need it
  • All students will be taught coping skills through the Zones of Regulation curriculum.  Extra lessons will be taught by school counselor during the year
  • Every classroom will have a calm corner and a space for a Zones check in every day

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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

  • Curriculum based assessments, annually, in the Spring of each year

Goal

K-3 Goal
  • Each spring, 2023-2025, kindergarten through third grade students will be able to identify societal similarities and differences (families, cultures, traditions) as measured by curriculum based assessment administered in the classroom.

4-5 Goal
  • Each spring, 2023-2025, fourth and fifth grade students will have skills to identify a cultural conflict (who was involved, where did it take place, what happened) and be able to state the cause of the conflict by providing at least 3 details related to the chosen conflict, as measured by curriculum based assessment administered in the classroom.


Action Plan


  • Professional development related to the implementation of Cause of Conflict CBA
  • Professional development related to the Since Time Immemorial Curriculum
  • Teachers identify stories and lessons that exist within curriculum that relate to teaching around diverse experiences 

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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


Panorama survey, twice yearly. Once in the Fall and once in the Spring.

Goal

  • Each spring, 2023-2025, all students (3-5) will discover their passions, improve their ability to engage with learning, think critically, and solve problems by working within a universally designed learning environment (multiple pathways for learning), as measured by an increase in positive responses to the Panorama survey in the categories of Sense of Belonging (68% to 73%), Academic Needs (69% to 74%), and Self-Efficacy (60% to 65%).

Action Plan


  • All classroom teachers will be trained in the implementation of a universally designed classroom.
  • Peer mentors will be used in the classrooms and on the playground.
  • Counseling groups will be implemented to help students cope with setback and disappointments.
  • Family Liaisons are being used to help create strong ties within the community.

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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

  • Panorama survey, twice yearly. Once in the Fall and once in the Spring.

Goal


  • Each spring, 2023-2025, all students (3-5) will discover their passions, improve their ability to engage with learning, think critically, and solve problems by working within a universally designed learning environment (multiple pathways for learning), as measured by an increase in positive responses to the Panorama survey in the categories of Sense of Belonging (68% to 73%), Academic Needs (69% to 74%), and Self-Efficacy (60% to 65%).

Action Plan


  • Students will be taught how to work collaboratively in groups, where ALL voices are heard and valued using principle of a universally designed classroom.
  • Inclusive problem solving will be emphasized by helping students to identify all sides of an issue before making judgements

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