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
McKenny School Improvement Plan (2022-23)
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.
Metric
School-wide student check-in survey administered in late fall 2022 and spring 2023.
Goal
- By June of 2023, 100% of students will demonstrate an awareness of others' cultures, traditions and personal stories, showing kindness, compassion and an appreciation of differences as we learn and grow together understanding that our actions impact our community.
Action Plan
- Each classroom teacher will teach the Second Step lessons by June of 2023
- Counselor will hold both targeted small group social skills sessions and formal lessons in classrooms
- Monthly, students, families, and staff have an opportunity to 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
- Student organization and leadership related to service projects such as; Socktober, Canned Food Drive, TCFB Holiday Drive, Valentines for Veterans
- 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.
Metric
Grade level teams will use one or more of the metrics below:
Teacher-created assessments; Curricular Assessments; and/or MAP.
Teacher-created assessments; Curricular Assessments; and/or MAP.
Goal
Goals vary by grade level below
English Language Arts
Whole School Goal
Kindergarten
Math
Whole School Goal
Kindergarten
Science
Goal: By June 2023, 80% 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). Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
English Language Arts
Whole School Goal
- By Spring of 2023, 84% of students will meet grade-level ELA goals utilizing agreed-upon assessments appropriate for each grade level
Kindergarten
- By May 2023, 100% of kindergartners will make 10% or more growth when identifying lowercase letters and letter sounds. We will measure this by using teacher created assessment data, end of unit Wonders assessments, map, and IXL. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By March 2023, 75% of first graders will read a minimum of 35 wcpm, as measured by Wonders Fluency Assessment, and 40+ words read correctly in one minute in the Wonders sight word fluency diagnostic assessment. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By May 2023, 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. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By June of 2023, 80% of 2nd-grade students will read with sufficient accuracy and fluency to support comprehension. Students will improve by 5 or more points on weekly comprehension assessments. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- Reading: By March of 2023, 85% of all third graders will make fluency growth proportionate to their fall reading level. Students significantly below grade level will improve by 40 wcpm. This will be measured by the Wonders Fluency Passages. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- 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. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By May 2023, 90% of fourth grade students 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. Students will reach these goals through an implementation of a variety of supportive instructional practices, such as focused whole class instruction, small group reading circles and W.I.N. groups as well as targeted skill lessons and IXL practice. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- Reading: By May 2023, 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. Students will reach these goals through whole class instruction, small group reading circles and WIN groups as well as targeted skill lessons and IXL practice. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- Writing: By May 2023, 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 rubrics. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
Math
Whole School Goal
- By Spring of 2023, 84% of students will meet grade-level Math goals utilizing agreed upon assessments appropriate for each grade level
Kindergarten
- By May 2023, 100% of kindergartners will show growth of 50% accuracy when recognizing, writing, and identifying numbers from 0-20. We will measure this by the Bridges Number Corner checkup, CGA, map, IXL and other various teacher created assessments. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By May 2023, 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 (place value / base 10 concepts), as measured by Number Corner assessments as well as Bridges unit tests. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By June of 2023, 80% of students will improve one Bridges Proficiency Level on Number Corner Assessments from September through March. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By March 2022 80% of students will make adequate growth, 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, IXL and/or Concept Quest. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By May 2023, 90% of fourth grade students will meet their individual growth goals, as determined by NWEA norms, in the subcategories as demonstrated by MAP and/or Bridges Curriculum assessments. Students will reach these goals through an implementation of a variety of supportive instructional practices, such as focused whole class instruction, small group intervention, focused daily math activities, and the individualized utilization of online math resources, such as targeted skill lessons and IXL practice. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
- By May 2023, by implementing a variety of supportive instructional practices, such as focused whole group instruction, small group intervention, focused daily math activities, and the individualized utilization of online math resources, 80% of all students will meet their individual growth goals as determined by NWEA norms, and improve one Bridges proficiency level and or meet grade-level standards from the pre to post-assessment in Bridges units 1-7. Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
Science
Goal: By June 2023, 80% 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). Student achievement data will reflect the equitable distribution of outcomes across lines of race and ethnicity.
Action Plan
English Language Arts
Kindergarten
Math
Kindergarten
Science
Kindergarten
- Strategies include, but not limited to, Wonders Reading materials, WonderWorks, WIN Time, Daily five and small group instruction, IXL, freckle, & splash learn. We will communicate weekly with families (in home languages as needed) the focus letter/sound via remind, email and or newsletter. We will provide extra resources ( flash cards, books, home activities, etc.) for families as needed.
- Reading strategies include: Given that we will use materials in class throughout the year that have themes that foster inclusion of all students’ capabilities, that will help to ensure equitable, culturally diverse learning for each child, we will use strategies that focus on accurate running records to target reading skills and support reading levels. We will also focus on supplementing our Wonders’ ELA curriculum by including home language learning from studying basic words from various languages representing the children from the classroom and school, and making a word wall to encourage reading and inclusion of all children’s home languages. We will share with all families with frequent newsletters and communications so they can support their child at home.
- Writing strategies include: Writing will be done using diverse books and topics and students will have the opportunity to be guided to write about their diverse experiences and cultures. Books and stories from cultures represented in our class will be shared to develop writing topics. Students will be assisted in writing using structured writing tools and mind-maps. Writing styles will focus on opinion papers, fact-based research topics, and narrative writing. Teachers will collaborate about materials, testing schedules, and assessments.
- Strategies include: fluency practice passages, reading aloud to a partner, choral reading, setting individual fluency goals and tracking individual growth, whole group instruction using Wonders curriculum, graphic organizers, 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,
- Strategies include: partnering with the librarian to help kids pick just right books as well as books in the home language to be shared at home, working with the LAP and ELL instructors to provide appropriate decodable materials, include the assistance of the Family Liaison to provide communication to families for at home strategies to improve reading and comprehension.
- Strategies include: Weekly fluency practice, reading aloud to a partner, choral reading, IXL, setting individual fluency goals, WIN groups, targeted phonics instruction and LAP services.
- Strategies include: Daily writing practice, graphic organizers for pre-writing, teacher feedback and discussion, partner sharing, and author’s chair sharing.
- Strategies include: Students will reach these goals through an implementation of a variety of supportive instructional practices, such as focused whole class instruction, small group reading circles and W.I.N. groups as well as targeted skill lessons and IXL practice.
- Research-based writing across a variety of subjects (ELA, Science, Social Studies)
- Differentiated intervention/extension groups (WIN)
- Use a variety of sources both common core and technology based
- Daily writing practice with a focus on grammar and editing
Math
Kindergarten
- Strategies may include but are not limited to Bridges, Number Corner, Home Connections, centers, splash math, freckle small group and workplace rotations. We will communicate weekly with families (in home languages as needed) the math focus via remind, email and or newsletter. We will provide extra resources ( flash cards, books, home activities, etc.) for families as needed.
- Strategies include: Given that we are supporting all students using materials that support inclusive and equitable strategies, we will incorporate our home language in the classroom concepts and use numeral names in the language of their home. Number names in various languages will be posted as a part of our word wall. Activities will include building strengths in addition and subtraction within 20, and our work in place value and base 10 concepts. Small groups will be used weekly in class so kids can work on concepts with teacher support and varied mental strategies as provided in our Bridges curriculum. Use of our work pages will also be used to support learning strategies.
- Strategies include: Number talks, Number Corner Practice Book pages, small group reteaching, skill practice, Bridges’ games.
- Bridges lessons and practice book pages, small group re-teaching, workplace practice, skills practice, IXL, and Concept Quest
- Strategies include: Students will reach these goals through an implementation of a variety of supportive instructional practices, such as focused whole class instruction, small group intervention, focused daily math activities, and the individualized utilization of online math resources, such as targeted skill lessons and IXL practice.
- Strategies include: Bridges lessons and practice pages, small group re-teaching, Number Corner lessons, IXL and workplace practice
Science
- 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.
Metric
School-wide student check-in survey administered in late fall 2022 and spring 2023.
Goal
- By providing a variety of supportive strategies, including those from the action items listed, along with others, 100% of students will demonstrate an awareness of strategies for advocating for their social, physical and mental wellness by June 2023. Student self reflection data will be distributed equitably across lines of race, ethnicity, and socio-economic factors.
Action Plan
- Students are taught about Nutrition information in PE (and in ELA at younger grades)
- Students utilize traffic garden to learn about cycling and pedestrian safety
- Partnership with Intercity Transit to provide “Learn to Ride” sessions after school hours, as well as during school, to help students learn to ride a bike
- Students will engage in brain breaks and mindfulness breaks in classrooms
- Encourage participation in the Thurston County Bicycle Commuter Challenge in the Winter and Spring of 2023
- Walk N Roll opportunities every month; walking school bus option in the Spring
- All students provided the opportunity to participate in free Running Club spring 2023
- 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
- Second Step Lessons related to emotional/mental health
- All students will have access to Friendship Groups to develop social skills and strategies; targeted student participation
- Field Day 2023
- Teacher-librarian will teach Common Sense Media focusing on media safety and media balance.
- The Behavior Technician will continue to use CICO (check in, check out) system
- Staff model use of strategies to improve physical, social and mental wellness.
- Staff use growth mindset vocabulary and strategies in the classroom
- All families have access to weekend food bags
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.
Metric
- Students will be engaged in an exit activity related to experiential activity
Goal
By June of 2023, 100% of students will demonstrate an awareness of others' cultures, traditions and personal stories, showing kindness, compassion and an appreciation of differences as we learn and grow together understanding that our actions impact our community.
100% of students in attendance for experiential activity will complete exit activity to demonstrate understanding/learning/growth, at an age-appropriate level, relative to interrupting discriminatory remarks and attitudes. (Exit activity to be conducted by classroom teacher and differentiated to grade levels; i.e. writing assignment for intermediate grade levels, class discussion at primary grade levels.)
100% of students in attendance for experiential activity will complete exit activity to demonstrate understanding/learning/growth, at an age-appropriate level, relative to interrupting discriminatory remarks and attitudes. (Exit activity to be conducted by classroom teacher and differentiated to grade levels; i.e. writing assignment for intermediate grade levels, class discussion at primary grade levels.)
Action Plan
- Conversations and curriculum in Social Studies about historical instances of historical land removal, segregation, systemic racism (historical and current). Age-differentiated.
- Current event education and conversation - Systemic racism (i.e. George Floyd)
- Identification of people, maturation process around language relative to culture/descriptors.
- School-wide focus on cultural events/recognitions (ie. Hispanic Heritage month/disability History Month etc)
- Cultural Recognitions in the classrooms (cultural artifacts, sharing, research), as well as Multicultural Event school-wide.
- SEL Lessons around Bystander effect and standing up when witnessing discrimination or bias-based discrimination (courage focus).
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.
Metric
School-wide student check in survey.
Goal
By June of 2023, 100% of students will have an opportunity to try new hobbies and skills to develop interests and passions while making sure that the offerings are culturally relevant and diverse to serve all McKenny families.
Action Plan
- Food Bank/Service Opportunities
- Interest Day initiative (choice day- hobbies, interests, & passions)
- Online talent show
- Cultural Celebration night
- Running Club
- Walk and Roll
- Prepare 4th Graders for All-State Choir Auditions
- Invite parent volunteers who can demonstrate/lead activities/hobbies
- Connect students with free or low cost organizations (Roots Academy, Elks)
- Johanson’s dance opportunity during PE Write grant to OEF to bring Performing Arts
- Possible monthly community connection calendar/events
- Partner with YMCA to provide low-cost after school enrichment classes such as Coding, Robotics, 3-D printing, Fine Arts, Ukulele, Music
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.
Metric
Grade level created exit tickets for post Science Fair experience for both participants and attendees.
Goal
By June of 2023, 100% of students will participate in teams to create an artifact, utilizing science and engineering practices and or critical thinking skills, that solves a real world science problem, including which populations are disproportionately affected by the problem, based on themes introduced in grade level FOSS kits.
Action Plan
- School-wide Science Fair experience where 3-5 student teams share their projects. K-2 presents a class project with student representatives.
- FOSS Science experiences where students work in teams.
- FOSS online digital tools
- Social studies activities to discuss local, regional or global improvements.
- Introduce critical thinking skills as a process.