SIP EJES FY24

FY24 EJES Improvement Plan

Overarching Need: Math
Root Cause(s): Lack of fully-aligned standards based resources Need for ongoing professional development in teaching math (to the standard and with manipulatives) Lack of intentional planning in aligning independent work with standards Inconsistent use of assessment data and review
Goal: At least 80% of students in grades K-5 will score in the 61st%ile or higher in Math Achievement as measured by MAP.
Action Step: HMH Standards Aligned Math Curriculum
Funding	Sub-groups	Systems	Method of monitoring (i.e. sign in sheets, agendas, etc.)	Position/Person responsible for monitoring	Evidence-based indicator of effectiveness (data)
District funded	All	Coherent Instruction	PLC agendas and sign in Lesson plans	Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Team, Teaching staff	MAP Math, Acadience Math, Progress Monitoring Data, Common Assessments, Classroom Assessment Data, Walkthrough Data
Action Step: Weekly PLC to include understanding the standards by focusing on teaching math in small groups conceptually with manipulatives
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
Professional Learning Budget	All	Professional Capacity	PLC agendas and sign in	Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support, Teaching staff	MAP Math, Acadience Math, Progress Monitoring Data, Common Assessments, Classroom observation data

Action Step: Analyze student work and classroom assessment data weekly

Funding

Sub-groups

Systems

Method of Monitoring

Position/Person responsible for monitoring

Evidence-based indicator

Professional Learning Budget

All

Professional Capacity

PLC agendas and sign in

Classroom observations

Lesson plans

assessments

Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support

Teaching staff

MAP Math, Acadience Math, Progress Monitoring Data, Common Assessments,

Classroom observation data

Overarching Need: Literacy
Root Cause(s): Tier 1 fidelity in phonics and phonological awareness instruction Lack of transference of phonics and PA skills to reading and writing Need for professional development in the 5 Pillars of reading with cyclical PL Writing curriculum that supports informational and opinion writing as well as grammar and punctuation Lack of standards-aligned instruction
Goal: At least 80% of students in grades K-5 will score in the 61st%ile or higher in Reading Achievement as measured by MAP.
Action Step: Weekly PLCs focused on the level of literacy needs by grade level to include analyzing data from Fundations Class Tracker and Anecdotal Notes from small groups.
Funding	Sub-groups	Systems	Method of monitoring (i.e. sign in sheets, agendas, etc.)	Position/Person responsible for monitoring	Evidence-based indicator of effectiveness (data)
District Funding	All	Professional Capacity	PLC agendas Lesson plans Classroom observations, Fundations Grade Level Tracker (Class Tracker), ESGI, anecdotal notes	Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support Teaching staff RESA support	MAP Reading and ELA, Acadience Reading, Common Assessments, Write Score, F & P Levels with Anecdotal Notes, Literacy Profile, End of Unit Assessment (Fundations)
Action Step: Staff book study with Who’s Doing the Work and Shifting the Balance
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
Professional learning budget	All	Professional Capacity	Book club interactive participation Faculty meeting agenda and sign in PLC agendas and discussions	Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support RESA support	Classroom observation data Teacher self reflection data
Action Step: Participation in Growing Readers coaching by RESA
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
Professional learning	All	Coherent Instruction	Coaching session feedback, classroom observation, lesson plans	Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support RESA support Teaching staff	Student engagement in reading,

Action Step: Use of Write Score data to guide instruction.

Funding

Sub-groups

Systems

Method of Monitoring

Position/Person responsible for monitoring

Evidence-based indicator

District Funding

All

Coherent Instruction

Student work

Lesson plans

PLC agendas and sign in

Principal, Assistant Principal, Instructional Coach, and Teaching & Learning Support

Writing scores

Overarching Need: Social/Emotional
Root Cause(s): We did not have a fully implemented robust counseling program. Lack of unstructured time for students to socialize in age appropriate ways. Lack of continuous professional development and follow up to identify and respond to the social/emotional needs of students including all staff members (teachers, paras, bus drivers, after school workers). Family systems lack the resources (financial, social-emotion, etc.) to support mental health needs of students Online exposure to content inappropriate to age and the social dynamics that carry over into the school day (social networks)
Goal: Student attendance will improve by 3 %. Positive student responses on the Student survey will increase by 25% ( FY23 50%).
Action Step: Supporting new counseling program through trainings
Funding	Sub-groups	Systems	Method of monitoring (i.e. sign in sheets, agendas, etc.)	Position/Person responsible for monitoring	Evidence-based indicator of effectiveness (data)
District	All	Supportive Learning Environment	PBIS Data, Big 7	Waxter , Administration, Counselor	Counseling Survey Data
Action Step: Counselor to provide PL at faculty meetings and parent nights on SEL throughout the school year
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
District	All staff, all students and families	Family and Community Engagement	Agendas for Family Nights and Faculty Meetings, Sign ins for PL	Waxter, Administration, counselor	Parent Survey Data, Counseling Survey Data,
Action Step: Reboot PBIS school-wide to include all staff members
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
PBIS funding	All	Supportive Learning Environment	Survey Big 7 repost Student survey PBIS walkthroughs	Dr. Waxter Principal, Asst. Principal, counselor	Walkthrough data Behavior data Student and teacher buy in
Action Step: Implement an attendance incentive for students that includes opportunities for attendance make up
Consolidated funds, donations	ALl	Effective Leadership	Infinite campus, monthly attendance reports,	Principal, Assistant Principal, counselor	Attendance data

Overarching Need: Safety
Root Cause(s): Playground doesn’t have emergency exit The After School Program doesn’t have an emergency plan (staff without keys, training, etc.) Not all main doorways have badge swipe spots to allow for reentry
Goal: To ensure that the building and campus are secure and safe at all times.
Action Step: Ensure that all entrance and exit doors are locked and secure with access system for teachers and staff
Funding	Sub-groups	Systems	Method of monitoring (i.e. sign in sheets, agendas, etc.)	Position/Person responsible for monitoring	Evidence-based indicator of effectiveness (data)
District	All	Supportive Learning Environment	walkthroughs, cameras	Administrators, EJES plant manager, safety director, Pat Schofield	School Safety survey
Action Step: Training All Staff Members (including After School workers)
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
District, ASP Funds		Family and Community Engagement
Action Step: All students and staff know how to effectively evacuate the building in an emergency
Funding	Sub-groups	Systems	Method of Monitoring	Position/Person responsible for monitoring	Evidence-based indicator
		Effective Leadership