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District GoalOutcome/Implementation MeasuresDistrict Action StepsSchool Action StepsEOY Outcome Measures - June 2024BOY Outcome/Implementation MeasuresMOY Outcome Measure - FebruaryEOY Outcome Measure - June
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Mind: English Language Arts/ Reading All schools will implement high-leverage instructional strategies that will support students’ ability to acquire and effectively apply critical thinking, creative thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work. 1. Increase in percent of matched cohort students in grades K-3 demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 on mclass DIBELS reading assessment.
2. Increase in the percent of matched cohort students in grades 4-8 demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 on iReady reading assessment. 3. Increase in the percent of students earning credit to be on-track to graduate in 4 years.
4. Increase in percent of our Black, Hispanic, ML and SWD students (matched cohort) demonstrating at/above benchmark on EOY 2025 in comparison to EOY 2024 in order to reduce achievement gaps.		1. Continue to provide professional development in the administration and use of the universal screener data to drive instruction, conduct data chats and set school goals.
2. Implement the newly revised curriculum in grade K-2 and grades 6-12. 3. Develop shared vision of and professional development for high-leverage instructional practices to support early grade reading and literacy skills. 4. Implement the MTSS framework in all schools to support tiered instruction and support.
5. Review available student performance data(universal screeners, grades, on-track data) quarterly/by trimester to monitor growth among student groups.		1. Percentage of student passing ELA core courses disaggregated. 2. Enhance regular PLC meetings allowing interdepartmental collaboration to set goals, to improve T1 instructional practices, and measure outcomes for increased student academic performance. 3. Administrators to conduct weekly walkthroughs of classrooms and provide face to face feedback to teachers. 4. Support implementation of i-Ready reading assessment to all 9th grade students.1. 86% passing rate for English courses on 6/14/24; Department Heads set goals for curriculum implementation and instruction. ELA End of Year grades. 2. PLC Agenda 2023-2024 3. Department Walkthroughs Checklist (Responses) 4. diagnostic-results_reading_stamford-high-school_06172024.pdfQuarter 1 Passing Rate

9th Grade English
480 of 533= 90%


10th Grade English
380 of 428 = 89%


11 Grade English
526 of 580 =91%


12 Grade English
505 of 552 = 91 %


PLC Meeting Dates
PLC SCHEDULE 2024-2025

PLC Meetings (Instructional Improvement)
Drive
Quarter 2 Passing Rate

9th Grade English
437 of 542= 81%


10th Grade English
365 of 445 = 82%


11 Grade English
487 of 594 =82%


12 Grade English
486 of 567 = 86 %
PLC Meeting Dates /PLC Drive		End of Year Passing Rate

9th Grade English
423 of 475 = 89%


10th Grade English
376 of 417 = 90%



11th Grade English
480 of 548 = 86%


12th Grade English
533 of 569 = 94%
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Mind: Math All schools will implement high-leverage instructional strategies that will support students’ ability to acquire and effectively apply critical thinking, creative thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work.
1. Increase in percent of matched cohort students in grades 1-5 demonstrating at/above proficiency on EOY 2025 in comparison to EOY 2024 on the iReady math assessment.
2. Increase in the percent of matched cohort students in grades 6-8 demonstrating at/above proficiency on the iReady on EOY 2025 in comparison to EOY 2024 on the iReady math assessment.
3. Increase in the percent of students earning credit to be on-track to graduate in 4 years. 4. Increase in percent of our Black, Hispanic, ML and SWD students (matched cohort) demonstrating at/above proficiency on EOY 2025 in comparison to EOY 2024 in order to reduce achievement gaps.		1. Continue to provide professional development in the administration and use of the universal screener data to drive instruction, conduct data chats set school goals. 2. Implement the new curriculum in our secondary math classes. Begin professional development in new core math program K-5. 3. Develop shared vision of and professional development for high-leverage instructional practices to support mathematical thinking and skills. 4. Implement the MTSS framework in all schools to support tiered instruction and support. 5. Review available student performance data(universal screeners, grades, on-track data) quarterly/by trimester to monitor growth among student groups.
Quarter 1 Passing Rate

9th Grade Math
549 of 588= 82% (AGR Included)


10th Grade Math
370 of 508 = 73%(AGR Included)


11 Grade Math
397 of 488 =81% (AGR Included)


12 Grade Math
328 of 365 = 90 % (AGR Included)


PLC Meeting Dates
PLC SCHEDULE 2024-2025

PLC Meetings (Instructional Improvement)
Drive
Quarter 2 Passing Rate

9th Grade Math
425 of 573= 74%


10th Grade Math
337 of 484 = 70%


11 Grade Math
334 of 463 =72%

12 Grade Math
288 of 339 = 85 %
End of Year Passing Rate

9th Grade Math
458 of 547 =84%


10th Grade Math
386 of 475 = 81%



11th Grade Math
371 of 456 = 81%


12th Grade Math
318 of 354 = 90%
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Mind, Body & Heart: Social Emotional LearningAll students will acquire and effectively apply the knowledge, attitudes, and skills necessary to
understand and manage emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships, and make responsible decisions.

1. Decrease in the percent of matched cohort students in the "Need for Instruction" range on the EOY 2025 DESSA Composite score in comparison to the EOY 2024 DESSA Composite.
2. Increase in percent of matched cohort students in grades K-8 moving out of "Need for Instruction" range on the EOY 2025 in comparison to EOY 2024 on DESSA SEL assessment.
3. Improvement in school climate as measured by district and school Climate Survey
4. Implementation of evidenced based SEL programming and practices, including evidence of common expectations, guidelines and support across all grade levels for SEL

1. Utilize SEL implementation rubric and tools to improve evidenced based Social Emotional Learning (SEL) programming at all schools
2. Utilize SEL student assessment system (DESSA) to inform MTSS school-wide, classroom, and individual student programming (i.e., screener, progress monitoring, intervention planning, etc.)
3. Review available student SEL data (universal screeners, grades, on-track data) 3Xs per year to monitor student growth.
4. Strengthen adult SEL competencies and capacity through quality SEL professional learning
5. Improve student and family access to a broad range of SEL related community services and supports
6. Ensure school improvement plans (SIPs) contain strategies and goals for improving SEL

1. Roll out new Code of Conduct which outlines universal behavioral expectations for students
2. Run DESSA 3x per year to capture student SEL competencies and provide SEL materials to staff in areas of highest need
3. Work with Urban Assembly to pilot effective and relevant SEL strategies via a group of select staff.
1. Draft Code of Conduct finalized
2. DESSA results reviewed; students still averaging 40% in Need
3. Urban Assembly consultant had worked with SHS team to complete the matrix and determine relevant goals for 24-25 school year
1. New Code of Conduct shared with faculty, students and families.
https://docs.google.com/document/d/14BdsoRzV0MFz2kboj9r6zMBXnH0t5lzUxBXaZLv22qA/edit?usp=sharing

2. DESSA results for window 1 (Oct 15 - Nov 1):
-6% of students fell within the "Strength" category
-59% of students fell within the "Typical" range based on their self-rating
-35% demonstrated a "Need for Instruction"

3. Urban Assembly x SHS has identified a group of 3 teachers for SEL training/strategy pilot

4. 9th Grade RISE Data Q1
https://docs.google.com/document/d/1OB__Q1zeV6rLLpdU3dvIJu6GUPvCEJiq0m2kCwWTJ6E/edit?usp=sharing
1. Code of Conduct in use
https://docs.google.com/document/d/14BdsoRzV0MFz2kboj9r6zMBXnH0t5lzUxBXaZLv22qA/edit?usp=sharing

2. DESSA results for window 2 pending (window closes on 2/19) [Update 3/3: 60% "Typical," 33% "Need," 7% "Strength." 31% of students from Need category have moved into Typical or Strength categories since October rating. When comparing student ratings year on year: 43% of students who fell within Need during mid-year rating last year have moved into "Strength" or "Typical" during mid-year rating this year.]

3. Urban Assembly x SHS has conducted the first PD with group of pilot teachers. Next training takes place at March PD.

1. Code of Conduct continues to be implemented with fidelity.
2. DESSA Results - status at EOY:
- We saw an overall reduction in students' self-identified need, and an overall increase in students' self-identified strength with regard to social emotional skills this year (need decreased from 36% to 33%; strength increased from 4% to 8%). Note: These trends were visible across all 4 individual grade levels, as well as the overall student body.
- Over 1/3 of students who began the year in the "Needs Instruction" group moved into "Typical" or "Strength" by the end of the school year. Most students who began the year as "Typical" remained as such, or moved into the "Strength" category.
- Across all SEL competencies, students demonstrated an overall decrease in need for instruction.
- A 12-month comparison of students' SEL skills from the end of last school year to the end of this school year highlighted another overall increase with regard to SEL skill development/competence over the 12-month period (decrease in need from 40% to 32%; increase in strength from 5% to 8%).
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All schools will foster a culture of consistent school attendance for all students PK-12, promoting an environment of engagement, academic success, and overall well-being.

1. Increase the percentage of students that have 5 or fewer absences.
2. Increase the percentage of high needs students that have 5 or fewer absences.
3. Decrease the number of truant students.
4. Improve average daily attendance rates across all student groups, grade levels and schools.
1. Continue to convene district attendance committees (elementary, middle, and high) to organize and develop systemic, districtwide practices, procedures, and protocols for school based attendance teams to address chronic absenteeism
2. Develop consistent and uniform data informed practices to address barriers to attendance and to inform district wide action. (collection and reporting conventions)
3. Utilize evidence based practices as outlined in the SPS Attendance Playbook to improve student attendance through the implementation of school level multi-tiered attendance strategies and school based attendance teams.
4. Continue to review and revise school and district attendance policies as necessary to comply with state and federal guidelines.
5. Ensure school improvement plans include strategies and goals for addressing truancy and chronic absenteeism.
6. Collaborate with the Mayor’s Youth Service Bureau and other community partners to develop and provide tier three supports to students and families and to assist schools with outreach and attendance initiatives.
1. New BOE Approved Attendance Policy
- communicate to families, staff, and students
- reports run at mid-quarter and again at end of quarter
- tiered consequences (Student Attendance Review Board - SARB)
- trigger data supports to rectify the "why"

2. School-wide attendance initiatives (March Madness style brackets)

3. Domus Meeting Minutes Domus Meeting Agendas

4. Monthly Attendance Team Meetings (moving towards 2x/month)

5. Use Minga to streamline communication for approved time out-of-class 		1. A decline in chronic absenteeism % by minimum of 5%


1. Attendance policy communicated to families, staff and students via email, newsletter, staff meetings, and assemblies.

2. Initial report run mid-way through quarter 1. Attendance contracts (1525) sent home digitally and in hard copy format to families to be signed and returned. 28% of contracts were returned.

3. AGR Reporting Process
https://docs.google.com/document/d/14eTMvPzrQncCdN8-8h79bAu4AjnlVftf4KxutdNfksA/edit?usp=sharing

4. 641 student grades reinstated for Q1; 420 student grades --> failures for Q1

5. Attendance meetings occurred on average 2 x per month (https://docs.google.com/document/d/1-iNe1PJ_Qm3edMmjf7YgWJAb0fQiNfbShJmFmjgm29k/edit?tab=t.0)

6. Chronic Absenteeism Q1: 21.59% (absent 10% or more of school days so far, as of day 72). https://docs.google.com/spreadsheets/d/15GHcZg9s2Pa4Dfyv37R0efbbvigyo41T/edit?usp=sharing&ouid=108684959259011522341&rtpof=true&sd=true

7. 9th Grade RISE Data Q1:
https://docs.google.com/document/d/1OB__Q1zeV6rLLpdU3dvIJu6GUPvCEJiq0m2kCwWTJ6E/edit?usp=sharing		1. Attendance policy reminders consistently communicated to families, staff and students via email, newsletter, staff meetings, and assemblies.

2. AGR report for Q2 run 1/24. Students with AGRs nofitied on 1/27 via email with individualized letter and requirements for reinstatement. 774 students received at least one AGR. (Repeat AGR students with Q1 and Q2 AGRs (Tier 2): 442). These numbers decreased slightly after because some of the students actually did fail their courses (meaning AGR would not apply as it is only for students who passed.)

3. AGR Reporting Process
https://docs.google.com/document/d/14eTMvPzrQncCdN8-8h79bAu4AjnlVftf4KxutdNfksA/edit?usp=sharing

4. [Update on 3/3: of the 344 students w/ AGR on their report card, 97 failed (28%) and 247 were reinstated (72%)].

5. Attendance meetings occurred on average 2 x per month (https://docs.google.com/document/d/1-iNe1PJ_Qm3edMmjf7YgWJAb0fQiNfbShJmFmjgm29k/edit?tab=t.0)

6. Chronic Absenteeism 8/28/24 - end Q2 (1/23/25): 24% (495/2068 students >= 10% absent)

https://docs.google.com/spreadsheets/d/1wu5HjQzvt4gu8ZOlcQV6RHYX7MHd1GeBQ3vxyM21bvg/edit?gid=0#gid=0

7. 9th Grade RISE Data Q2 (Mid Year):
https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:c363cd59-e5e1-4e16-897d-9873e628d9d3		1. Attendance policy reminders consistently communicated to families, staff and students via email, newsletter, staff meetings, and assemblies.

2. AGR report for Q3 run 4/1. Students with AGRs notified on 4/2 via email with individualized letter and requirements for reinstatement. 881* students received at least one AGR. (Repeat AGR students (Tier 2): 245, (Tier 3): 301). Many students met AGR requirements early and did not have AGR on report card: 371. *Note: previous quarter thresholds were 4.0 attendance points and above. Q3 threshold included tardies, so 3.25 and above. This explains increase in total AGRs for Q3.

3. AGR Reporting Process
https://docs.google.com/document/d/14eTMvPzrQncCdN8-8h79bAu4AjnlVftf4KxutdNfksA/edit?usp=sharing

4. Update on 5/13/25: of the 510 students w/ AGR on their report card, 282 failed (55%) and 228 were reinstated (45%). 175 (62%) of the students who failed were Tier 3 students --> Majority of Tier 3 students received Fs. Is this system even helping them improve? https://docs.google.com/spreadsheets/d/1d93TUYByosrqBodClNgxsdJdpBvgHpbtFixtr1DnBBY/edit?resourcekey=&gid=91659551#gid=91659551

5. Attendance meetings occurred on average 2 x per month (https://docs.google.com/document/d/1-iNe1PJ_Qm3edMmjf7YgWJAb0fQiNfbShJmFmjgm29k/edit?tab=t.0)

6. Chronic Absenteeism 8/28/24 - end Q3 (4/1/25): 24% (494/2045 students >= 10% absent)

https://docs.google.com/spreadsheets/d/1q_mh6srX0CZHa06NtmILG75QhCIfe01xVUHWV028ZkI/edit?gid=614452897#gid=614452897

7. 9th Grade RISE Data Q2 (Mid Year):
https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:c363cd59-e5e1-4e16-897d-9873e628d9d3
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