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
McKenny 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.
Panorama SEL Survey - Late Fall of 2021 and again in late spring of 2022.
- 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.
- Each classroom teacher will teach the Second Step curriculum in its entirety by June of 2022
- 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 formal lessons in classrooms
- Monthly, students, families, and staff volunteer at the Thurston County Food Bank
- Staff will work together to revamp and implement recognition systems
- 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 initiatives with school support
- Teacher-librarian uses new equity-themed books in library lessons
- Continuation of McKenny Equity Team with the addition of parent members
- Family Liaison work focused on family engagement
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.
Grade level teams will use one or more of the metrics below:
Teacher-created assessments; Curricular Assessments; and/or MAP.
Goals vary by grade level below
English Language Arts
Whole School Goal
- By Spring of 2022, 82% of students will meet grade-level ELA goals utilizing agreed-upon assessments appropriate for each grade level
- By annual review dates occurring between October 2021 and May 2022, 75% of all student IEP goals in ELA will be met or exceeded as reported at the time of their annual IEP review
- By May 2022, 75% 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
- By March 2022, 75% of first graders will read a minimum of 35 wpm, 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 2022, 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
- By June of 2022, 80% of 2nd-grade students will read with sufficient accuracy and fluency to support comprehension as measured by Wonder’s fluency passages, Wonder’s Assessments, and Spring MAP testing
- Reading: By March of 2022, 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 2022, 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
- By May 2022, 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
- Reading: By May 2022, 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 2022, 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
Whole School Goal
- By Spring of 2022, 82% of students will meet grade-level Math goals utilizing agreed upon assessments appropriate for each grade level
- By annual review dates occurring between October 2021 and May 2022, 75% of all student IEP goals in Math will be met or exceeded as reported at the time of their annual IEP review
- By May 2022, 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
- By May 2022, 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
- By June of 2022, all 2nd-grade students will be able to pick a strategy to help them efficiently and accurately add and subtract within 20 as measured by Bridge’s Number Corner Checkups and Unit Assessments
- By March 2022 80% of students will make adequate growth on Math 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-test will maintain level of proficiency
- By May 2022, 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
- By May 2022, 80% of all students will improve one Bridges proficiency level and or meet grade-level standards from the pre to post-assessment in Bridges units 1-7
Goal: By June 2022, 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).
English Language Arts
- Design and implement specially designed instruction for students with ELA goals on their IEPs
- Provide a literacy-rich environment that is developmentally appropriate for all learners in the classroom and honors all communication attempts including approximations
- Strategies include, but are not limited to, Wonders Reading materials, WonderWorks, WIN Time (if a return to integrating classes) Daily five and small group instruction
- 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
- 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
- Strategies include: weekly fluency practice, reading aloud to a partner, choral reading, setting individual fluency goals and racking individual growth, whole group instruction using Wonders curriculum, small group leveled instruction using Wonders reading materials, allowing ample time for read-to-self, encouraging 20 or more minutes of reading at home every day, providing various leveled reading materials within the classroom setting, partnering with the librarian to help kids pick just right books
- 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 a return to mixing of classes), and graphic organizers
- Strategies include: differentiated instruction, small group instruction, reading with partners, reading with para support staff, Wonders curriculum and novel studies
- Research-based writing across a variety of subjects (ELA, Science, Social Studies)
- Use a variety of sources both common core and technology based
- Daily writing practice with a focus on grammar and editing
- 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
- Strategies may include but are not limited to Bridges, Number Corner, Home Connections, walk to math and workplaces
- Strategies include: Use Bridges curriculum for Units 1-8; focusing on strategic units that most closely align with our first grade Common Core, Bridges, and grade level math goals; use of small group intervention when necessary; and Number Corner activities
- Strategies include: using the suggested strategies from the Bridge’s Curriculum for adding and subtracting numbers within 20, using songs and videos that help kids learn facts within 20, Number talks, using manipulatives, Workplace games
- Bridges lessons and practice book pages, small group re-teaching, workplace practice, skills practice, and Concept Quest
- Strategies include: Bridges lessons, small group re-teaching, Number Corner lessons, workplace activities, Home Connections, and Schoology resources to support students at home
- Strategies include: Bridges lessons and practice pages, small group re-teaching, Number Corner lessons and workplace practice
- Teach NGSS-aligned FOSS units
- Collaborating across subjects to incorporate science and critical thinking
- Use a variety of sources: FOSS Kits, Mystery Science, Online Videos (Crash Course Kids, Study Jams, Flocabulary, etc.) NGSS resources
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.
Panorama SEL Survey administered in Late Fall of 2021 and again in late spring of 2022.
- 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.
- 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
- The Behavior Technician will continue to use CICO (check in, check out) system
- Additional PE classes with the increase in specialist time
- Teacher-librarian will teach Common Sense Media focusing on media safety and media balance.
- Second Step Lessons related to emotional/mental health
- Family Fitness Night opportunities (virtual or in person as appropriate) conducted by PE specialist
- McKenny Running Club for students and families, Spring of 2022
- The school will promote student participation in the Walk’N Roll program
- Encourage participation in the Thurston County Bicycle Commuter Challenge in the Spring of 2022
- Installation of a traffic garden on the playground to teach bicycle safety
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.
- Panorama survey in late fall of 2021 and late spring in 2022.
By Spring 2022, 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 sections.
- Equity Team meets routinely throughout the year in order to address McKenny's needs.
- 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.
- 4th and 5th-grade students will participate in the Causes of Conflict CBA
- Teachers will teach grade level Since Time Immemorial curriculum
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.
Exit tickets completed by students at the conclusion of the service project.
100% of grade levels will provide opportunities for students to participate in a service project by June 2022.
- 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
- Volunteer opportunities as a part of the ForKids food bag program at the Thurston County Food Bank
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.
Exit tickets completed by students at the end of both water quality testing events.
In partnership with South Sound Green, 100% of 5th-grade students will participate in water quality testing in the spring of 2022.
- Carmen Kardokus, Science TOSA and South Sound Green staff members will collaborate to bring quality testing experiences to McKenny
- Teachers will teach from the new FOSS kits
- In the fall of 2021, teachers will attend grade level FOSS kit trainings
- Traffic Garden to be created at McKenny. The project will unite many stakeholders at the school, district and city level