School Improvement Plan
2023-2024
A School Improvement Plan (SIP) or School Development Plan (SDP) is a central document used by Senior Leadership teams to map out their strategic plans for the development of their school.
Student learning in literacy
SMART Goal for Student learning in literacy
In 2023 46.9% of 3rd-5th students met/exceeded in Reading on IAR. In 2024 At least 51.9% of students will meet/exceed in Reading on IAR.
In 2023 20.7% of 3rd-5th grade English Learners met/exceeded in Reading on IAR. At least 25.7% of English Learners will meet or exceed expectations in Reading on the spring 2024 IAR (3-5)
From Fall 2022 to Spring 2023 9% of all students made high growth in reading (ECRA). From fall 2023 to spring 2024 at least 15% of students will make high growth in reading (ECRA)..
In 2023, 12.2% of all English Learners met exit criteria on ACCESS. In 2024 15% of all English Learners will meet exit criteria on ACCESS
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
K-3 teachers deliver daily explicit systematic phonics using high impact routines. |
Aug-May |
Cengel/Reiner |
|
4-5 teachers will use results of From Phonics to Reading assessment to identify and support students who have not mastered reading foundational skills through daily systematic teaching and learning in their area of need. |
Aug-May |
Cengel/ Reiner |
|
Teams use PLC time to reflect on & analyze student assessment data w/ structured data analysis protocol. |
Aug-May |
Cengel/ Reiner |
|
Teachers collaborate weekly with grade level, interventionists, and administrators, to plan timely & targeted supports for students who are struggling to master grade level standards, skills, and concepts in reading. |
Aug-May |
Cengel/ Reiner |
|
Teachers embed daily independent application of critical thinking, collaboration and student choice in reading centers. |
Aug-May |
Cengel/ Reiner |
|
Teachers embed Kagan engagement structures during literacy to process information, collaboratively negotiate meaning of texts, and discuss content. |
Aug-May |
Cengel/ Reiner |
|
Classroom teachers co-plan, co-teaching with EL staff to provide meaningful language supports & clear language targets |
Aug-May |
Cengel/ Reiner |
|
K-5 teachers actively participate in job-embedded literacy professional learning with CLI |
Oct-May |
Cengel/ Reiner |
Student Learning in math
SMART Goal for Student learning in math
In 2023 40.1% of 3rd-5th students met/exceeded in Math IAR. In 2024 at least 45% of 3rd-5th grade students will meet or exceed expectations in Math on IAR.
In 2023 24.5% of 3rd-5th English Learners met/exceeded in Math IAR. In 2024 at least 29.5% of English Learners will meet/exceed in Reading on the spring 2024 IAR (3-5)
From fall 2022-spring 2023 15% of students made high growth in math (ECRA). From fall 2023-spring 2024 at least 20% of students will make high growth in math (ECRA).
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Teachers will administer and review common assessments using Forefront to determine students who have met the learning targets and who need additional support to master grade level standards. |
Aug-May |
Cengel/ Reiner |
|
Teachers will collaborate weekly with grade level partners, interventionists, and administrators, to plan timely and targeted supports for students who are struggling to master grade level standards, skills, and concepts in math. |
Aug-May |
Cengel/ Reiner |
|
Students use Kagan engagement structures in math to process information, negotiate meaning of math, & discuss content |
Aug-May |
Cengel/ Reiner |
|
Teachers participate in 6 student engagement coaching sessions with immediate feedback from Student Engagement coaches. |
Sept-May |
Cengel/ Reiner |
|
Students engage in independent pathway learning in iReady math daily to learn grade level essential math stnds. |
Sept-May |
Cengel/ Reiner |
|
Classroom teachers will engage in co-planning and co-teaching with our EL staff to provide meaningful language supports and clear language targets for our second language learners. |
Aug-May |
Cengel/ Reiner |
|
Classroom teachers will engage in student-centered coaching cycles with the instructional coach to target and support students who are struggling to master grade level content in math. |
Aug-May |
Cengel/Reiner |
Student social emotional well-being
SMART Goal for Student social emotional well-being
By May 2024, Forest will score a minimum of 2.0 on the PBIS Tiered Fidelity inventory indicating that school wide behavioral expectations are clearly defined, in place and explicitly taught to students. This is compared to a score of 1.41 in the fall of 2023.
By May 2024, Forest will score a minimum of 2.0 on the PBIS Tiered Fidelity inventory indicating that the PBIS team meets monthly and includes a variety of stakeholders. This is compared to a score of 1.08 in the fall of 2023.
By May of 2024, Forest will score a minimum of 2.0 on the PBIS Tiered Fidelity inventory indicating that students are provided with regular acknowledgement and feedback that is linked to school-wide expectations in all parts of the school and school day. This is compared to a score of .83 in the fall of 2023
| Specific Action Step | Timeline & Setting | Point Person |
|---|---|---|
|
Expected academic & social behaviors are taught directly to all students in classrooms and across other settings /locations in Aug and Jan & reviewed throughout year using PBIS behavior lesson plans based on FO PBIS matrix. |
Aug-May |
Cengel/ Reiner |
|
The PBIS team will develop clear definitions
 for behaviors that interfere
with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems. |
Aug |
Cengel/ Reiner |
|
PBIS team invites stakeholders (parents, community members, & sts) to attend mtgs to provide Tier 1 feedback. |
Oct- May |
Cengel/ Reiner |
|
Teachers, staff provide students acknowledgment & feedback linked to school-wide expectations in timely manner. |
Aug-May |
Cengel/ Reiner |
|
Teachers, staff consistently provide behavior specific feedback to all sts demonstrating school-wide expectations. |
Aug-May |
Cengel/ Reiner |
The team
| Team Member Name | Role |
|---|---|
|
Amy Cengel |
Principal |
|
Traci Reiner |
Assistant Principal |
|
Jennifer Bergstrom |
Kindergarten Teacher |
|
Hannah Fortier |
1st Grade Teacher |
|
Annie Lucas |
2nd Grade Teacher/ Curriculum Facilitator |
|
Hannah Spalding |
3rd Grade Teacher |
|
Christina Polovitch |
4th Grade Teacher |
|
Kelly Klemundt |
5th Grade Teacher |
|
Brianna Gutzeit |
Special Ed Teacher |
|
Eileen Finnander |
Specials Teacher |
|
Abigail Winter |
EL Resource Teacher |