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
Roosevelt 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.
- All staff members will use Lifeskill tickets to reinforce kind/compassionate behavior in the school.
- Students will give each other Lifeskill tickets to reinforce kind/compassionate behavior in the school.
- Morning meetings will occur in every classroom daily to build and reinforce positive relationships between students and staff members.
- Restorative circles will be used to help repair harm when it happens in the school.
- All students will be directly taught multiple methods for asking for help when they need it.
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.
- MAP Oral Reading Fluency (K-2) Fall, Winter and Spring.
- MAP Growth Assessment for Reading and Math (2 -5) Fall, Winter and Spring.
- Science SBA.
By May of 2022, at least 90% of ALL students in grades 1-5 will score above the 50th percentile in reading as measured by spring MAP assessments.
By May 2022, at least 90% of ALL students in grades 1-5 will score above the 50th percentile in Math as measured by the fall and spring MAP assessments.
By May 2022, at least 80% of ALL students in grade 5 will be level 3 or above
in the area of science, as measured by annual SBA assessment.
- Academic screeners will take place in the fall to provide baseline data.
- MAP assessments will take place in late fall, winter, and spring.
- Classroom differentiation and small group intervention groups will be formed based on classroom-based assessments and MAP data targeting students below grade-level standards and approaching grade-level standards
- Use of Concept Quest for differentiation in math.
- To increase access to core instruction, LAP services will be provided as a push-in model.
- Concepts related to Universal Design will be implemented in all classrooms.
- On-going parent communication via conferences, email, phones, and meetings in order to share concerns and determine action plans with families.
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 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.
- Teachers will teach and use self-regulation strategies (zones of regulation, calm down corner, relaxation techniques, positive self-talk, classroom meetings, Second Step lessons/ language) in the classroom.
- A 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.
- Behavior Technicians will continue to use CICO (check-in, check-out) system.
- All elementary schools will have access to additional PE classes with the increase in specialist time.
- All elementary teacher-librarians will teach Common Sense Media focusing on media safety and media balance.
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 Teams meet routinely throughout the year in order to address site-specific 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 Cause 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 ticket completed by students at the conclusion of the service project.
By June 2022, 100% of grade levels will participate in a service project.
- 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.
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 both in the fall of 2021 and the spring of 2022.
- Carmen Kardokus, Science TOSA and South Sound Green staff members will collaborate to bring quality testing experiences to each building.
- Teachers will teach from the new FOSS kits.
- In the fall of 2021, teachers will attend grade-level FOSS kit trainings.