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

ORLA School Improvement Plan (2021-22)

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 in late fall of 2021 and late spring in 2022.

Goal

As ORLA staff work with students on social-emotional learning, the student's awareness of being compassionate and kind will increase from 75% to 90% (for grades 3-5) and from 63% to 90% (for grades 6-12), as measured in the Panorama survey in the categories of supportive 'relationships' and 'positive feelings' by May 1st, 2022.

Action Plan

  • Training will take place for staff around implementing effective SEL strategies across grade level and programs 
  • Implementation of certain Collaborative for Academic, Social, and Emotional Learning (CASEL) standards associated with SEL learning will be reviewed and strategies for implementation for each program will be developed

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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


  • ELA : K- 12 classroom based assessments & student reflections. SBA & MAP data  
  • Math: K-12 classroom-based assessments to measure growth and learning. SBA & MAP data  
  • Science: Grades K-12 classroom-based assessments to measure growth and learning. SBA data

Goal

  • ELA/SS Goal:    By spring of 2022, 80% of students will demonstrate growth in the use of relevant text-based evidence to support an idea and provide an explanation of how the evidence supports their argument
  • Math Goal:  - By 2022, 70% or more of students will be able to define and apply mathematical terms & strategies relevant to the unit 80% of the time
  • Science Goal #1:  By 2022, 70% or more of students taking a science class will be able to define and apply scientific terms relevant to the unit 80% of the time by the post-assessment for the unit
  • Science Goal #2: By June of 2022 80% of students will demonstrate proficiency by displaying their ability to integrate their understanding of climate science and justice on classroom-based formative and summative assessments

Action Plan

  • ELA/Social Studies: Teachers will provide students with regular opportunities to experience and read writing representative of diverse cultural viewpoints and authors
  • Students will practice supporting ideas from these readings with relevant text evidence
  • Students will also draft explanations detailing how the selected text evidence supports their argument or observation
  • Readings/articles to guide this work will be collected from diverse cultural viewpoints and authors to work towards inclusion and equity
  • Data will be derived from the teacher and student assessments.  Students will also write a reflection on their growth
  • Students will experience direct instruction, guided practice, and independent practice opportunities from their teachers related to choosing and explaining effective text evidence to support ideas and observations from readings
  • Math:  Students will practice and show knowledge and understanding of math vocabulary when speaking and listening to math
  • Students will practice and show knowledge and understanding of math strategies
  • Student growth will be monitored using formative assessment
  • Science:  We will monitor student growth in this area by asking students to use the correct scientific terms when speaking about science and will confer with specific students as the need arises
  • Using the district's equity tool, the science PLC will review the climate science curriculum to identify issues affecting diverse populations and ensure that the curriculum adequately highlights the effects as well as potential solutions

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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 in late fall of 2021 and late spring in 2022
  • Office referral data
  • Child Study Team (CST) data

Goal

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.

Action Plan

  • Training will take place for staff around implementing effective SEL strategies across grade levels and programs
  • Implementation of certain Collaborative for Academic, Social, and Emotional Learning (CASEL) standards associated with SEL learning will be reviewed and strategies for implementation for each program will be developed
  • District social workers will partner with the school counselor, teachers, CST Teams, and other local community-based resources to support the mental health and well-being of students

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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

  • Panorama survey in late fall of 2021 and late spring in 2022
  • Cause of Conflict Social Studies Classroom-Based Assessment (CBA); Students will be expected to do the following:
  • In a written essay or presentation, the student will:  Provide background on the conflict by describing at least three of the following:
    • Who was involved in the conflict
    • What the conflict was 
    • When the conflict took place
    • Where the conflict took place 
  • Demonstrate an understanding of the causes of the conflict by explaining relevant ideas from at least three of the four social studies perspectives:
    • history
    • geography
    • civics
    • economics

List two or more sources, including the title, author, type of source, and date of each source.

Goal

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.

80% of our students will meet or exceed standard (3-4) on the CBA.

Action Plan

  • Work to develop and establish an Equity Team for school year 2021 - 2022  
  • Professional development will be identified  to support an effective process for communicating and facilitating discussions around equity and issues of bias
  • Continue to diversify library collections to better represent all students and cultures
  • 4th and 5th-grade students will participate in the Cause of Conflict CBA 
  • The use of the district equity tool will help to guide the decision-making process
  • Provide staff CBA training, as needed, and ensure that the Cause and Conflict CBA is taught
  • Teachers will use the Since Time Immemorial (STI) curriculum to ensure a common understanding and establish where STI lessons will be taught
  • Continue and expand professional development and support for all staff on culturally responsive practices

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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

Metric

  • Exit tickets are completed by students at the end of the service event
  • Attendance at Empower Hours (tutoring provided for ELA and for Math)
  • Graduation Rate

Goal

  • By 2022, ORLA  students will discover passions in learning through interactions in the available programs (Montessori, hConnect, iConnect, & VAO) 
  • ORLA programs will provide opportunities for students to participate in a service project by June 2022
  • By June of 2022, ORLA  students in grades 7-12 will show perseverance by attending Empower Hours when additional help is needed
  • The graduation rate for students enrolled in ORLA’s hConnect and iConnect diploma track will improve from 85.7% to 100% by June of 2022

Action Plan

  • Students have the opportunity to take part in at least one service project during the year
  • Work in partnership with families and community members to complete service project(s) 
  • Look  to provide students opportunities to engage in school-wide projects that support curiosity and love of learning 
  • Increase focus on the Empower Hours as a place for all students 
  • Promote ORLA programs and how they provide a diversity of classes, diversity of work choices offered, and individual student goal setting and reflection
  • Provide student choice across programs, diversity of classes, diversity of work choices offered, and individual student goal setting and reflection
  • Analyze data of students failing a course(s) and the impact on graduation and address disproportionalities
  • Expand opportunities for students to recover credits
  • Explore options to expand learning and elective opportunities

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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

  • Participation in school-wide "Geography Fair"
  • Exit tickets completed by students at the end of the service event
  • Exit tickets completed by students at the end of both water quality testing events

Goal

In partnership with South Sound Green, 100% of 5th-grade students will participate in water quality testing both in the fall of 2021 and the spring of 2022.

ORLA programs will provide opportunities for students to participate in a service project by June 2022

Action Plan

  • Students will engage with a project that will work to solve/highlight an environmental issue
  • Students have the opportunity to take part in at least one service project during the year
  • Work in partnership with families and community members to complete service project(s)
  • ORLA will partner with the South Sound Green staff members to bring quality testing experiences to each building

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