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

McLane School Improvement Plan (2019-20)

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

OSD Elementary Student Climate Survey questions 1-6

Goal

By June 2020, students will improve their ability to be compassionate and kind by having 90% of the entire student body identify as “Always" and/or “Most of the Time” on the OSD Elementary Student Survey.

Action Plan

  1. Administer OSD Elementary Student Climate Survey twice a year: once before winter break and once after spring break.
  2. Each classroom teacher will teach the Second Step curriculum in its entirety.
  3. All teachers will work to provide students with seven positive comments to each redirection.
  4. All staff will be trained in and use Positive Behavior Interventions and Supports (PBIS). Staff will recognize students by distributing "Owl Feathers" to students who are meeting and exceeding expectations. McLane staff will also be recognized by other staff members with “Staff Owl Feathers.” 
  5. Students who need additional support will be provided with small group reteaching of behaviors: this will be led by our school counselor and by classroom teachers. 
  6. All staff will be trained on Restorative Practices. This will include using affective statements and affective questioning as taught by the International Institue for Restorative Practices (IIRP). 
  7. In order to better support students with various religious backgrounds, we will include observed religious events to Staff Calendar. This is to support our staff in being compassionate to students who may be fasting or observing a  religious holiday that does not align with the school calendar.

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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

  • K-1 Comprehensive Growth Assessment (Math), DIBELS
  • 2-5 MAP Math and Reading for Fall/Spring
  • SBA for 5th grade Science

Goal

ELA: 

  • Kindergarten: By the end of the 2019-2020 school year, 75% of Kindergarten students will be able to verbalize 26/26 letter sounds when presented with a visual of the lowercase letters.
  • 1st Grade: By the end of the 2019-2020 school year, 75% of first graders will meet 96 correct letter sounds on DIBELS assessment.
  • 2nd- 5th Grade: During the 2019-2020 school year, 85% of students in grades 2nd-5th will meet their projected growth as measured by the MAP test from Fall to Spring. 


Math:   

  • Kindergarten: By the end of the 2019-2020 school year, 75% of Kindergarten students will pass the written portion of the Comprehensive Growth Assessment.
  • 1st Grade: By the end of the 2019-2020 school year, 75% of the whole first grade class will pass the written Comprehensive Growth Assessment.
  • 2nd- 5th Grade: During the 2019-2020 school year, 85% of students 2nd-5th will meet their projected growth as measured by the MAP test from Fall to Spring. 


Science: 
By the end of the 2019-2020 school year, 60% of 5th-grade students will score in the 60th percentile or above as measured by the SBA.

Action Plan

  1. All teachers in grades K-5 will work in Professional Learning Communities in order to review Wonders and Bridges assessments and develop strategies to increase student achievment.
  2. All teachers will develop Student Growth Goals as part of TPEP and work collaboratively within their PLC’s to achieve their goals.    
  3. Students in grades K-5 will be given regular reading fluency assessments as a component to track growth and determine which students need additional intervention.
  4. Teachers K-5 will use weekly Wonders Curriculum Assessments
  5. All teachers K-5 will give Bridges Pre/Post Assessments
  6. All teachers 2nd-5th will be trained in Concept Quest to support students with the Bridges Curriculum. 
  7. Students in grades K-5 will have access to Math/Reading intervention groups to improve their skills when needed.

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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

OSD Elementary Student Climate Survey questions 7-10

Goal

By June of 2020, students will demonstrate their ability to advocate for a healthy body and mind. This will be shown through 90% of students responding “Most of the Time” or “Always” to questions 7-10 on the OSD Elementary Student Climate Survey.

Action Plan

  1. Administer OSD Elementary Student Climate Survey.
  2. By June 1, 2020, each classroom teacher will teach the Second Step curriculum in its entirety.
  3. Communication of P.E./Health goals to families.  
  4. Common Sense Media Lessons Taught by Teacher-Librarian. 
  5. 100 Mile Club at Recess.
  6. Movement throughout the school day, self-regulation breaks, flexible seating and tables.

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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

Staff sign-in sheets for equity specific staff developments or registration for an equity focused professional development.

Goal

By the end of the 2019-20 school year, 90% of all certificated staff will participate in six hours of equity professional development.

Action Plan

In order to support students in this outcome, we must first start with ourselves, the staff. As a result, staff will have professional development opportunities on the following topics:

  • Restorative Practices 
  • Implicit Bias 
  • Microaggressions 
  • Equity Training 
  • Accessibility Training 
  • By the end of year, Leadership Team will outline 2020-2021 school year action plan for Outcome Four.

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