McKenny 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

 Panorama SEL Survey - Late Fall of 2020 and again in late spring of 2021 

Goal

By June 2021, students will improve their ability to be compassionate and kind by having 80% of the entire student body identify positively on the OSD Elementary Student Survey. 

Action Plan

  • Each classroom teacher will teach the Second Step curriculum in its entirety by June of 2021.
  • Every morning, classroom meetings are held to help build, reinforce, and maintain concepts related to empathy and problem solving.
  • Counselor will hold both targeted small group social skills sessions and drop in sessions for lunch buddies
  • Monthly, students, families, and staff volunteer at the Thurston County Food Bank.
  • Life Skills Assemblies - Life Skills taught will be those related to Student Outcome 1.
  • PBIS Recognitions - Golden Hawk, Positive Office Referral, Life Skills Tickets.
  • Targeted read alouds in class.
  • Specially designed instruction in social/emotional skills for students who qualify.
  • Opportunities for student service and leadership. 
  • Adult modeling of kind interactions.
  • Community Connections - PTO initiative with school support
  • Teacher-librarian includes targeted books in “surprise stacks”
  • Regular grade-level meetings between parents and school staff members.
  • Continuation of McKenny Equity Team with addition of parent members. 

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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

Grade level teams will use one or more of the metrics below:
Teacher-created assessments; Curricular Assessments; and/or MAP

Goal

Goals vary by grade level below

English Language Arts
Whole School Goal: 

  • By Spring of 2021, 79% of students will meet grade level ELA goals utilizing agreed upon assessments appropriate for each grade level.

Pre-K

  • By annual review dates occurring between October 2020 and May 2021, 75% of all student IEP goals in ELA will be met or exceeded as reported at the time of their annual IEP review.

Kindergarten

  • By May 2021, 70% of kindergartners will recognize 85% of lowercase letters and 85% of letter sounds. We will measure this using classroom data and end of unit Wonders assessments.

First Grade

  • By March 2021, 75% of first graders will read a minimum of 35 wcpm, as measured by end of year Wonders Fluency Assessment, and 40+ words read correctly in one minute in the Wonders sight word fluency diagnostic assessment.
  • By May 2021, first graders will score 75% on a Wonders’ common core writing rubric, effectively writing complete opinion, narrative, and informational pieces. Students will demonstrate writing using conventions, writer's craft, and writer’s applications.

2nd Grade

  • Reading: By May 2021, all second graders will meet the grade level expectation for reading fluency and/or make one years worth of academic growth proportionate to their fall reading level. For example, a second grader reading at a first grade fluency rate will improve by at least one grade level.
  • Writing: By May 2021, all second graders will improve their writing in the informative and expository types of paragraph writing. They will use a topic sentence, reasons, details or evidence and a conclusion. Paragraph will be assessed using a teacher created rubric. 

3rd Grade

  • Reading: By March of 2021, 80% of all third graders will make fluency growth proportionate to their fall reading level.  This will be measured by the Wonders Fluency Passages.
  • Writing: By March of 2021, 80% of all third graders will be able to write a third grade proficient paragraph that includes an introduction or topic sentence, details or text evidence and a conclusion or ending.  The paragraph will be assessed using a teacher created rubric.

4th Grade

  • By May 2021, 67% of fourth graders will meet their individual growth goals, as determined by NWEA norms, in comprehension and written response as demonstrated by MAP and/or Wonders Curriculum assessments.

5th Grade

  • Reading: By May 2021, 80% of fifth graders will meet their individual growth goals, as determined by NWEA norms, in comprehension and written response as demonstrated by MAP and or Wonders Assessments.
  • Writing: By May 2021, 80% of  fifth graders will be able to write multiple paragraphs about the same topic (each paragraph includes topic sentence, reasons, details or evidence and a conclusion). Paragraphs will be assessed using teacher created rubric.

Math

Whole School Goal:

  • By Spring of 2021, 79% of students will meet grade level Math goals utilizing agreed upon assessments appropriate for each grade level.

Pre-K 

  • By annual review dates occurring between October 2020 and May 2021, 75% of all student IEP goals in Math will be met or exceeded as reported at the time of their annual IEP review.

Kindergarten

  • By May 2021,  at least 80%  of kindergartners will be able to recognize, write, and identify numbers from 0-20. We will measure this by the Bridges Number Corner checkup and various teacher created assessments.

1st Grade

  • By May 2021, 75% of first graders will accurately relate counting to addition and subtraction (1.0A.5), add and subtract within 20 (1.0A.6), and understand that two-digit numbers are an amount of 10's and 1's, as measured by Number Corner assessments as well as Bridges unit tests.

2nd Grade

  • By May 2021, all second grade students will make adequate growth on Critical Standards, as reflected by improving one Bridges Proficiency Level from pre to post test on Unit 2-6 assessments. Students who demonstrate high proficiency on pre-assessments will make growth through extension projects. 

3rd Grade

  • By March 2021 80% of  students will make adequate growth on Critical Standards, as reflected by improving one Bridges Proficiency Level from pre to post test on Units 2-5 assessments.  Students who demonstrate high proficiency on pre-assessments will make growth through extension projects and/or concept quest.

4th Grade

  • By May 2021, 67% of all fourth grade students will improve individual scores by one Bridges level or more from pre to post assessment on each Bridges unit.

5th Grade

  • By May 2021, 80%  of all students will improve one Bridges proficiency level and or meet grade level standard from the pre to post assessment in Bridges units 1-7.

Science
 
Goal:

  • By June 2021, 70% of fifth grade students will generate evidence and solutions to problems, apply and generate scientific thinking, understand scientific explanations as taught through NGSS standards as measured by NGSS aligned assessments and/or Washington Comprehensive Assessment of Science (WCAS).

Action Plan

English Language Arts

Pre-K

  • Design and implement specially designed instruction for students with ELA goals on their IEP’s. 
  • Provide a literacy rich environment that is developmentally appropriate for all learners in the classroom and honors all communication attempts including approximations. 

Kindergarten

  • Strategies include, but not limited to, Wonders Reading materials, WonderWorks, WIN Time (if return to on-site instruction), Daily five and small group instruction.

1st Grade

  • Reading strategies include:  A running record will be given a minimum of four times per year; independent strategies of reading daily in student-chosen reading materials; Leveled reading groups using Wonders, (approaching level, at level, and beyond level), setting fluency goals, and tracking individual growth.  Paraeducator support and reading corps member support.
  • Writing strategies include: Grade level collaboration regarding books and questions; various writing opportunities per year, using teacher created content, forms, and questions; comparing student work and outcomes in collaboration to guide instruction; a consistent writing rubric.

2nd Grade        

  • Reading Strategies Include: Weekly fluency practice, reading aloud to a partner, choral reading, setting individual fluency goals and tracking individual growth.
  • Writing Strategies include: weekly writing practice, teacher feedback and discussion, WIN groups (if return to on-site instruction), and graphic organizers. 

3rd Grade

  • Weekly fluency practice, reading aloud to a partner, choral reading, setting individual fluency goals and tracking individual growth.
  • Weekly writing practice, teacher feedback and discussion, WIN groups (if return to on-site instruction), and graphic organizers. 

4th Grade

  • Strategies include: Differentiated instruction, WIN Time for all students (if return to on-site instruction), reading with partners and younger grade buddies, Wonders curriculum and novel studies

5th Grade

  • Research based writing across a variety of subjects (ELA, Science, Social Studies)
  • Use a variety of sources both common core and technologically based.
  • Daily writing practice with a focus on grammar and editing


Math

Pre-K

  • Design and implement specially designed instruction for students with math goals
  • Provide a numeracy rich environment that is developmentally appropriate for all learners in the classroom and honors all communication attempts including approximations.

Kindergarten

  • Strategies may include but are not limited to Bridges, Number Corner, Home Connections,walk to math and workplaces.  

1st Grade

  • Strategies include: Use Bridges curriculum for Units 1-8; implementing digital workplaces; use of small group intervention when necessary; and Number Corner activities.

2nd Grade

  • Strategies Include: Bridges lessons and practice book pages, small group re-teaching, work-place practice, skills practice and Number Corner lessons.

3rd Grade

  • Bridges lessons and practice book pages, small group re-teaching, work-place practice, skills practice, and Concept Quest.

4th Grade

  • Strategies include: Bridges lessons, small group re-teaching, Number Corner lessons and workplace activities, WIN Time for all students (if return to on-site instruction), Parent information night for supporting students at home.

5th Grade

  • Strategies include: Bridges lessons and practice pages, small group re-teaching, Number Corner lessons and workplace practice.

 
Science

  • Teach NGSS-aligned FOSS units.
  • Align STEAM/Science Fair to STEM framework.
  • Collaborating across subject to incorporate science and critical thinking.
  • Use a variety of sources: Mystery Science, Online Videos (Crash Course Kids, Study Jams, Flocabulary, etc.) NGSS resources

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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 SEL Survey administered in Late Fall of 2020 and again in late spring of 2021 

Goal


By June of 2021, students will improve their ability to apply principles of sound emotional and mental health, by having 80% of the entire student body identify as; Always and/or Most of the Time on related questions in panorama survey. 

Action Plan

  • Students will have the opportunity to participate in the October Youth Walk Challenge
  • All elementary teacher-librarians will teach Common Sense Media
  • Teachers will monitor the daily attendance check in (thumbs up/thumbs down) to gather data about students’ social/emotional feelings and use that to follow up with families/school counselor
  • Second Step Lessons related to emotional/mental health
  • Monthly family fitness night (virtual or in person as appropriate) conducted by PE specialist
  • McKenny Running Club 2021
  • Teacher Librarian includes books in “surprise stacks” about these topics 

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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

Analysis of library collection for inclusion of diverse materials. 

Goal

By June of 2021, the current library collection will be increased by 100 to include books that represent different cultures, races, sexual orientation and people with disabilities. 

Action Plan

  • Reach out to families, community members, and McKenny Equity Team to solicit titles for inclusion in library collections.
  • Elementary Teacher Librarians will collaborate to share book titles which increase a child’s appreciation of world cultures.
  • Teacher Librarian will meet with grade level PLCs to share ideas and gather requests.
  • Elementary librarians are using the Diverse Book Finder tool to analyze our library collections to ensure that diverse collections are appropriately represented.
  • Reach out to PTO for financial support regarding book purchases 
  • Teacher Librarian includes books in “surprise stacks” about these topics

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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

Exit ticket completed by students at the conclusion of service project. 

Goal

100% of grade levels will provide opportunities for students participate in a service project by June, 2021 

Action Plan

  • 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)
  • Possible Suggestions: Socktober, Valentines for Vets, food bank, canned food drive
  • Highlight and celebrate examples of students providing service 

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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

Classroom-based assessment on safe digital practices 

Goal

By June 2021, 85% of students will make growth in knowledge and understanding of safe technology practices based on the technology post-assessment.  

Action Plan

  • Student presentations on safe use of technology
  • Teacher-Librarians collaborating across district on Common Sense Media
  • Grade-level teams focusing on age-appropriate technology practices

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