School Success Plan - Gerald E. Talbot Community School

Mission:

Empowering ALL learners to achieve high standards in a safe and welcoming environment.

Achievement/Equity: Strengthen Tier 1 Instruction in Math

If teachers grow their skills around math instruction, which includes analyzing assessment data, they will be able to hold more students to grade level expectations and support them to reach grade level standards. If students see themselves as mathematicians, then they will be more engaged as risk takers in math and will enjoy it more. Students who are behind in math will make more than a year’s growth.

Teachers will deepen implementation of the K-5 IM Curriculum and their use of the 5 Practices to strengthen skills in facilitating a problem based math discussion that includes all voices and leads to equitable results for students.
ELL Teachers will grow understanding of Math Language Routines to support classroom teachers planning and delivery of math instruction that benefits ELL students.
Math Coaches will implement data meetings with grade level teams using IM data protocols to consistently look at whether students are learning what is taught and collaborating around what to do next when/if they are not.
Teachers will embed test prep throughout the year as part of core instruction in math.

40% of students in grades 3-5 will demonstrate proficiency in math on the NWEA MAP
100% of classrooms are using the high quality IM math instructional materials we’ve adopted.
Using the IM Classroom Observation Protocol -Elem, teachers will move at least 1 point from beginning of year to end of year in Equitable Access to Meaningful Learning (C2.2.), Use of IM’s Design Structure (C1.2) and Monitor Student Thinking through Teacher Questioning (C2.5). ACTUAL=100%
Based on IM Unit Assessments or Common Interim Assessments, 50% of students score 65% correct or above.
75% of staff will indicate they agree with this statement “Students at my school support their answers and explain their thinking” on the TNTP survey. (currently 65%)
Students will indicate on a self-reflection assessment their engagement, confidence and positive attitude with math.

Achievement/Equity: Strengthen Tier I Instruction in Content Based Literacy

If teachers grow their skills to increase students' reading, listening, writing and speaking about engaging content topics using complex texts, more students will be discussing and increasing their vocabulary, background and conceptual understanding, as well as their understanding of the knowledge and skills needed to read on grade level. Students who are behind in reading make more than a year’s growth.

Teachers will grow their understanding of how an inquiry based approach to content (based on NGSS) leads to increased student engagement in reading, listening, writing and speaking about their learning..
Teachers will integrate science and social studies instruction into Literacy units (at least 1 unit Life or Physical Science, but can do 2 if want) and will expand use of complex texts.
Teachers will continue to grow opportunities for student discourse using Talk Moves and high leverage EL principles across all content areas as a way to include explicit opportunities for students to show learning.
K-2 Teachers will deepen implementation of the K-2 Phonics Program.
Staff will increase collaborative co-planning/teaching between classroom teachers and ELL/Special Educators/Title I staff, to decrease the amount of time students are being pulled from core instruction for remediation, and promote more opportunities for a push In model of accelerated support.
Staff will strengthen core instructional practices through data meetings with grade level teams, coaches and admin to review student work samples, formative, interim and summative assessment data, with a focus on strengthening core instruction.
Teachers will embed test prep throughout the year as part of core instruction in literacy.

73% of K-2 students will score at or above proficiency on F&P.
48% of students in grades 3-5 will demonstrate proficiency in reading on the NWEA MAP.
75% of staff will indicate they agree with this statement “Students at my school support their answers and explain their thinking” on the TNTP survey.
Using the Talk Moves pre and post self- assessment checklist, 100% of K-5 teachers will show growth in using more strategies identified within each of the four goals for productive discussions from fall to spring.
100% of teachers in K-2 are “often” implementing best-practices in phonics teaching in aligned content as measured by the PPS Foundational Skills Checklists l (including formative data collection).
80% of kindergarteners will master Letter and Sound ID by May, 2022.

Whole Student/Equity: PBIS, SEL, Trauma and Restorative Practices

If teachers and staff build strong classroom communities, grow their understanding of restorative and trauma informed practices, model self-regulation skills, and utilize de-escalation strategies, they will help students stay self-regulated, and students will be more able to be present and learn academics as well as feel more confident, capable, and show overall improved wellbeing.

Staff will deepen implementation of PBIS Tier I and II strategies.
Staff will deepen understanding of restorative practices, de-escalation strategies and Trauma Informed Practices as a way to achieve more equital responses for students from underserved populations.
Staff will implement First Six Weeks strategies to build classroom communities.
Teachers will teach one Second Step lesson weekly.
Staff will strengthen their understanding that building a strong classroom community is a core preventative practice that leads to equitable outcomes for all students.
Equity Action Team will meet monthly to explore and deepen staff and team knowledge and skills. The team will create age-appropriate tools to support difficult topics and learning related to race, skin color, national-origin, religion, sexual orientation and family structure, etc.

Whole Student/Equity: Safe and Equitable Schools-Parent Involvement and Engagement

Hire a Community School Coordinator, convene a Community School Advisory Team, and begin implementation of the Community School Model.
Staff will hold multiple family events that allow different points of access for families regardless of language.
Staff will deepen implementation of the Portland Promise Point Person as a way to communicate and connect with all families. Staff will partner with Family Engagement Specialists and deepen use of Language Line, MLC, robocalls, emails, TP and other technology/recordings to make events and information more accessible to families.
Teachers will follow attendance protocols and SST will expand interventions to increase student attendance for chronically absent students.
Staff will strengthen their understanding that building a welcoming and inclusive school community leads to more equitable outcomes for all students.

Whole People: Strong Collaboration, Effective Communication, Collective Efficacy and Wellness