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1. English Language Arts / Reading (Productive Habits of Mind)
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Goal #1: 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.
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District Action StepsDistrict Outcome and Implementation Measures
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1. Provide professional development in the administration and use of the universal screener data to drive instruction and set school goals.1. Increase in percent of students in grades K-3 demonstrating at/above proficiency on BOY to EOY on mclass DIBELS reading assessments.
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2. Implement the newly revised curriculum in grade K and grades 6-12. 2. Increase in the percent of students in grades 4-8 demonstrating at/above proficiency on the iReady reading assessment.
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3. Develop shared vision of and professional development for high-leverage instructional practices to support early grade reading and literacy skills.3. Increase in the percent of students in grade 9-12 passing their core ELA class.
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4. Review available student performance data(universal screeners, grades, on-track data) quarterly to monitor growth among student groups.4. Decrease in achievement gaps among student groups.
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School Action StepsSchool Outcome and Implementation MeasuresBOY Outcome/Implementation Measures - SeptemberMOY Outcome Measure - FebruaryEOY Outcome Measure - June
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1. Increase in the percent of students in grades 6-8 demonstrating at/above proficiency on the iReady reading assessment.1. By June 2024, students will improve in their placement category by 10%Of the 579 students that completed the BOY iReady assessment, 12/% are Mid or above grade level, 11/5 are early on grade level, 16% are one grade level below, 10% are two grade levels below, 50% are three or more grade levels below Of the 615 students that completed the MOY iReady assessment, 17% are mid or above grade level, 10% are early on grade level, 15% are one grade level below, 11% are two grade levels below, 48% are 3 or more grade levels below Of the 589 students that completed the EOY iReady assessment, 17% are mid or above grade level, 11% are early on grade level, 11% are one grade level below, 10% are two grade levels below, 50% are 3 or more grade levels below
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2 By June 2024, students who are currently two grade levels or more below will demonstrate improvementStudent typical growth is projected by the BOY i-Ready data and will progress monitored at MOY assessment.


Grade 6- 40% of students meeting growth, Grade 7- 38% of students meeting growth, Grade 8-52% of students meeting growthGrade 6- 40% of students meeting growth, Grade 7- 42% of students meeting growth, Grade 8-44% of students meeting growth
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2. Utilize a tiered approach to supporting all students based on iReady assessment data
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3. All teachers will receive professional development in understanding and using iReady data to differentiate instruction
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2. Math (Productive Habits of Mind)
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Goal #2: 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.
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District Action StepsDistrict Outcome and Implementation Measures
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1. Provide professional development in the administration and use of the universal screener data to drive instruction and set school goals.1. Increase in percent of students in grades K-5 demonstrating at/above proficiency from BOY to EOY on the iReady math assessment.
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2. Implement the newly revised curriculum for our secondary math classes. 2. Increase in the percent of students in grades 6-8 demonstrating at/above proficiency from BOY to EOY on the iReady math assessment.
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3. Develop shared vision of and professional development for high-leverage instructional practices to support early grade reading and literacy skills.3. Increase in the percent of students in grade 9-12 passing their core MATH class.
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4. Review available student performance data(universal screeners, grades, on-track data) quarterly to monitor growth among student groups.4. Decrease in achievement gaps among student groups.
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School Action StepsSchool Outcome and Implementation MeasuresBOY Outcome/Implementation Measures - SeptemberMOY Outcome Measure - FebruaryEOY Outcome Measure - June
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1 Increase in the percent of students in grades 6-8 demonstrating at/above proficiency on the iReady math assessment.1. By June 2024, students will improve in their placement category by 10%Of the 587 students that completed the BOY iReady assessment, 6% are mid or above grade level, 14% are early on grade level, 25% are one grade level below, 12% are two grade levels below, 43% are 3 or more grade levels belowOf the 619 students that completed the BOY iReady assessment, 11% are mid or above grade level, 13% are early on grade level, 24% are one grade level below, 10% are two grade levels below, 42% are 3 or more grade levels belowOf the 611 students that completed the BOY iReady assessment, 15% are mid or above grade level, 16% are early on grade level, 19% are one grade level below, 8% are two grade levels below, 41% are 3 or more grade levels below
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2 By June 2024, students who are currently two grade levels or more below will demonstrate improvementStudent typical growth is projected by the BOY i-Ready data and will progress monitored at MOY assessment.


Grade 6- 39% of students meeting growth, Grade 7- 21% of students meeting growth, Grade 8-50% of students meeting growthGrade 6- 52% of students meeting growth, Grade 7- 36% of students meeting growth, Grade 8-50% of students meeting growth
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2. Implement the newly revised curriculum for our secondary math classes. 
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3. Utilize a tiered approach to supporting all students based on iReady assessment data
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3. All teachers will receive professional development in understanding and using iReady data to differentiate instruction
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3. Attendance and Engagement (Productive Habits of Body)
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Goal #3: 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.
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District Action StepsDistrict Outcome and Implementation Measures
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1. All schools will form attendance committees that will meet at least monthly.1. 100% of schools will implement attendance teams monthly.
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2. Attendance teams will systematically address chronic absenteeism through a multi-tiered approach to intervention.2. Improve district-wide Average Daily Attendance for both High Needs and Non-High Needs students.
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3. Attendance teams will collect and analyze attendance data to monitor trends at the individual, group, and school levels.3. Decrease district-wide chronic absenteeism for both High Needs and Non-High Needs students.
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4. Attendance teams will implement evidence-based practices to address student needs and improve attendance at the school level.4. Improve district-wide Average Daily Attendance as disaggregated by student groups (race, gender).
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5. District will collaborate with the Mayor’s Youth Service Bureau, Family Centers, Here-to-Help, and other community partners to develop and provide targeted interventions at the school level and in the community to students and families.5. Decrease district-wide chronic absenteeism as disaggregated by student groups (race, gender).
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School Action StepsSchool Outcome and Implementation MeasuresBOY Outcome/Implementation Measures - SeptemberMOY Outcome Measure - FebruaryEOY Outcome Measure - June
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1 Improve school-wide Average Daily Attendance for both High Needs and Non-High Needs students.
1 By June 2024, we will increase overall attendance of TOR students8/30/2023 ADA = 90.7%As of March 8, 2024 ADA= 92.3%As of June 17 2024 ADA= 92%
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2 By June 2024, we will decrease chronic absenteeism of our students20% of students were deemed chronically absent at BOY25% of students were deemed chronically absent at MOY29% of students were deemed chronically absent at EOY
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2. Attendance committee will meet monthly and will collect and analyze attendance data to monitor trends at the individual, group, and school levels.
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3. Attendance committee will identify ways to celebrate students who are at 90% ADA or above.



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4. Social Emotional Learning (Productive Habits of Heart)
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Goal #4: All schools will implement evidenced based SEL programming and practices that support students’ capacity to build social-emotional competencies.
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District Action StepsDistrict Outcome and Implementation Measures
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1. Schools will adopt a framework of SEL implementation utilizing the Resilient Scholar's Portal self-assessment process.1. 100% of schools will adopt and implement evidenced-based SEL programming and practices.
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2. School will adopt and implement evidence-based SEL programming and practices.2. Increase in the percentage of students that achieve their growth goal as measured by the DESSA.
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3. SEL PD will be embedded in district and school professional learning plans.3. Increase in the percentage of students identified "In Need of Instruction" on the DESSA that receive SRBI.
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4. Schools will implement the SEL assessment system (DESSA).4. Increase in the percentage of DESSA trainings completed by staff.
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5. All SPS staff will participate in at least three SEL professional learning sessions.
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School Action StepsSchool Outcome and Implementation MeasuresBOY Outcome/Implementation Measures - SeptemberMOY Outcome Measure - FebruaryEOY Outcome Measure - June
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1. Adopt and implement The Attuned Schools Approach programming and practices.1 Increase the percentage of students that achieve their growth goal as measured by the DESSA 7% of students were rated as "in Need", 62% were rated "Typical" and 30% were rated "Strenth" as measured by the DESSA Universal Screener8% of students were rated as "in need", 57% were rated "typical" and 35% were rated "strength" as measured by the DESSA Universal Screener7% of students were rated as "in need", 60% were rated "typical" and 33% were rated "strength" as measured by the DESSA Universal Screener
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