Nellie Stone Johnson Community: 2018-19 School Improvement Plan

Every school in Minneapolis Public Schools is required to develop, implement, and monitor a school improvement plan (SIP). The following plan sets the goals that our school community is working to achieve and identifies the specific strategies or activities that will help us reach those goals together. If you have questions or comments about our improvement plan, please reach out using our main telephone number listed below.

SCHOOL INFORMATION

School Name: Nellie Stone Johnson Community
School Number: 288
Grades Served: Pre-K - 5th Grade
Principal: Amy Luehmann
Phone: 612.668.2930
Fax: 612.668.2940
Street Address: 807 - 27th Ave. N., Minneapolis, 55411

School staff involved in SIP planning or progress monitoring:
Joni Kueng, Math Intervention
Jill Lawrence, Kindergarten
Jessica Davies-Lopez, 2nd Grade
Ashley Jacobson, 3rd Grade
Sadiqah Jihad, 4th Grade
Julie Tennessen, 5th Grade
Heather Davis, Literacy Specialist
Martha Shanesey, Assessment
Rachael Flanery, SERT
Julie Ellingson, Specialist
Karen Kennedy, Assistant Principal
Amy Luehmann, Principal

Other staff, families, or community members involved in SIP planning or progress monitoring:

 

SCHOOL IMPROVEMENT GOALS

Together, our school is working to achieve the following goals.

Reading Achievement goal: By June 2019, the FAST proficiency rate for All Students will increase from fall CBM baseline to an increase of 8% based on October 1 enrollment.

Math Achievement goal: By June 2019, the MCA proficiency rate for All Students will increase from 28% proficient to 36% proficient.

Social-Emotional Learning goal: By June 2019, the Behavior Referrals for All Students will increase from students not being able to name or use ZONES strategies to self-regulate to the green zone to 70% of students to being able to name and use ZONES strategies to self-regulate to the green zone.

Attendance goal: By June 2019, the Average percent daily attendance for All Students will increase from the number of students who are present at school 90% or more of the time from 71% to 79%.

 

SCHOOL IMPROVEMENT STRATEGIES

To reach our school improvement goals, we will utilize the following evidence-based strategies.

Zones of Regulation

Description: The Zones is a systematic, cognitive behavioral approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts. By addressing underlying deficits in emotional and sensory regulation, executive functioning, and social cognition, the framework is designed to help move students toward independent regulation. The Zones of Regulation incorporates Social Thinking® (www.socialthinking.com) concepts and numerous visuals to teach students to identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to manage their feelings and states. ​ From: http://www.zonesofregulation.com/learn-more-about-the-zones.html

We have selected this strategy for the following reasons: This is a research based SEL curriculum that teaches students how to identify their emotions and self-regulate.

Focus for 2018-19: This school year, we will focus on the following core components of this strategy:
- Planning for ZONES
- Implementing ZONES lessons
- Implementation of Tier 2 Using ZONES

Instructional Coaching surronding Foundational Skills

Description: K-3 teachers will receive weekly coaching around implantation of Preventing Academic Failure during foundation skills time.

We have selected this strategy for the following reasons: Our students continue to struggle with fluency and by providing weekly coaching teachers will become stronger in the are of teaching foundational skills.

Focus for 2018-19: This school year, we will focus on the following core components of this strategy:
- Establish Coaching relationships and protocols
- Ongoing Coaching

Planning for Differentiated Instruction

Description: Creating Standards Progressions, a series of learning targets that show development of a chosen grade level benchmark. By creating these entry points, it allows for planning that:-- -Dig into the standards/unpack the standards -Allow you to create a pathway for students to reach grade level standards -Use as a resource to differentiate instruction more easily

We have selected this strategy for the following reasons: This is a continuation of our work with differentiation. Also with the switch in going away from co-teaching math, mindfully planning for differentiation through standards progressions will support teachers in collaborating to plan differentiated lessons to meet student needs.

Focus for 2018-19: This school year, we will focus on the following core components of this strategy:
- Creating Standards Progressions

School Wake-Up Call

Description: An Attendance team will meet bi-weekly to review attendance data. An outcome of this meeting is a current awareness of students who are tardy to school or absent. After considering who we are already working with to support getting to school, a list will be created from this data to make a daily phone call to families who are tardy to school on a regular basis. Our goal is to have students arrive on time with this intervention and support and be present at school all day, each day. Once hear, we are focusing on building strong relationships with students/families to increase the need/want for students to be at school each day.

We have selected this strategy for the following reasons: This is a continuation of this team, but an increased focus on implementation and fidelity to this team this year. This team will support the achievement of our attendance goal.

Focus for 2018-19: This school year, we will focus on the following core components of this strategy:
- Reviewing current school attendance data
- Wake-Up Call

 

PROGRESS MONITORING

Throughout the year, teams of administrators, teacher leaders, and other staff will track how we're doing with putting our school improvement strategies into place to improve student outcomes and achieve equity.

We will use best practices from implementation science to ensure we're successfully completing each step of the installation and implementation process. As we work through this process with each of our strategies, we'll set a goal for what successful implementation looks like, and we'll make sure we're giving staff the training, resources, and support they need to meet that goal. We'll check in on a regular basis with whether we're meeting those goals and will communicate out our progress to our staff and larger school community.

At the end of the year, we'll complete an Annual Evaluation to reflect on how we did with implementing our school improvement strategies, which will include looking at student outcome data to see if we're making progress toward achieving our school improvement goals.

If we determine that our school improvement strategies or improvement process is not helping us make progress toward our goals, we will work with our stakeholders to change course, because we are always striving to make sure that every student in our school is successful.