Skip To Main Content

Color1 BG Container

District Nav

Landing Nav

School Improvement Plan

SMARTIE Goal #1 (MATH)

By June 2026, the percentage of scholars that will score a level 3 or 4 on the Smarter Balanced Assessment will be 40% (2024-25 was 23%). Decrease level 1 by 15% (2024-25 was 54%). The percentage of Multilingual scholars will increase by 10% (2024-25 was 17%); and the percentage of scholars with IEPs will increase by 10% (2024-25 was 4.5%). By June 2026, the average percent of progress towards Typical Growth for Kindergarten to 5th grade will be 120% as measured by iReady Reading Spring Diagnostic.

SMARTIE Goal #2 (ELA)

By June 2026, the percentage of scholars that will score a level 3 or 4 on the Smarter Balanced Assessment will be 40% (2024-25 was 24%). Decrease level 1 by 15%.(2024-25 was 50%).  The percentage of Multilingual scholars will increase by 10% (2024-25 was 11.5%); and the percentage of scholars with IEPs will increase by 10% (2024-25 was 9.1%). By June 2026, the average percent of progress towards Typical Growth for Kindergarten to 5th grade will be 120% as measured by iReady Reading Spring Diagnostic.

Additionally, the number of scholars who exit Multilingual services as measured by WIDA by the end of school the school year will increase from 9 to 12. 85% of active Multilingual scholars with 2 or more years of WIDA data will make growth as measured by WIDA. (76% in 2024-25).

SMARTIE Goal #3 (Whole Child)

By Spring 2026, 80% of scholars and families will feel socially and emotionally safe at our school, increasing from 57% to 80%, that will be as measured by the Panorama Survey and school created survey for scholars and school created survey for families. Additionally, the subgroups listed below will increase to 80% of scholars feeling that they have a sense of belonging. The percentages below are based on the Spring 2025 Panorama Survey. The measurable surveys will be given in fall, winter, and spring.

  • 55% of active Multilingual scholars felt they have a sense of belonging
  • 52% of students in a special education program felt they have a sense of belonging
  • 50% of Pacific Islander and Native Hawaiin scholars felt they have a sense of belonging
Aligned Signature Strategy(ies)

Goal 1

  • Build capacity of teachers, leaders, and school staff to utilize their knowledge of scholars, backwards planning, and the PLC framework to determine what scholars need to know, how they will know scholars are learning it, how they will respond when scholars do not learn, and how they will respond if the scholar already knows it.
  • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social emotional needs of students toward mastery of core subjects.

Goal 2

  • Build capacity of teachers, leaders, and school staff to utilize their knowledge of scholars, backwards planning, and the PLC framework to determine what scholars need to know, how they will know scholars are learning it, how they will respond when scholars do not learn, and how they will respond if the scholar already knows it.
  • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social emotional needs of students toward mastery of core subjects.

Goal 3

  • Create data collection and reporting systems to increase the effective use of data to drive academic, social emotional, and behavioral structures and supports at the district, school, classroom, and scholar levels to eliminate racial and programmatic disproportionality in achievement and response to behaviors.
  • Design, implement, and monitor a Multi-Tiered Systems of Support (MTSS) to adhere and respond to academic and social-emotional needs of students toward mastery of core subjects. (D and S)
  • Engage in effective two-way communication in multiple languages to eliminate barriers to opportunities (i.e. SLCs-Student Led Conferences, translated materials, interpretation at events and listening sessions). (S and D)