Continuous Improvement Plans - St. Louis Park Public School District

Aquila Elementary School

Summary of the Aquila Elementary Continuous Improvement Plan (CIP)

GOAL	ACTIONS
Each teacher will demonstrate knowledge of focal students’ strengths and growth edges via two CARE team cycles focused on literacy (reading, writing, speaking, listening).	Educators will use student feedback and data from named sources to inform successful Tier 1 lesson planning. Each Equity Learning Walk will focus on a specifically-identified part of the TD&E rubric. Educators will review data, critically self-reflect and adjust practices based on their learning from data shared at CARE meetings and CARE cycle shares.
Third through fifth grade students will increase reading proficiency from 49.33% to 52% based on MCA data.	Educators will facilitate learning of ELA and WIDA standards scaffolded with the goal of each student meeting and/or exceeding proficiency. (Clear lesson planning, in concert with specific standards identified and scaffolded for learners.) Data driven purposeful learning supported and reviewed by the Aquila PLT. Intentional examination and use of data from formative assessments aligned to meeting or exceeding specific standards. Weekly Seesaw family communication about the specific ELA/WIDA standards/objectives covered that week. All teachers will sign up and participate in at least one equity learning walk during the SY25 school year. As needed and available, staff will participate in LETRS, SIPPS, or OL/LA training
Third through fifth students will increase their math proficiency from 53.97 % to 55.97 % based on MCA data.	Educators will facilitate learning of Mathematics and WIDA standards with the goal of each student meeting and/or exceeding proficiency. Data driven purposeful learning supported and reviewed by the Aquila PLT. Educators will create clear lesson plans, designed to meet and exceed specific standards, identified and scaffolded for learners. Educators will intentionally examine and use data from formative assessments aligned to meeting or exceeding specific standards. Families will receive Seesaw communication about the specific Mathematics/WIDA standards/objectives covered that week. Educators will participate in Equity Learning Walks leveraging identified parts of the TD&E rubric.
Social workers and counselors will use Tier I SEL lessons and gather baseline data around students’ needs beyond these lessons.	All students will have access to Tier 1 classroom SEL lessons throughout the school year. Social workers will facilitate small groups and additional lessons based on student and educator feedback. SITT process will consider students’ academic and support call data to identify trends. 4th & 5th grade leadership group, along with staff, will support the elevation of students’ voices and self-efficacy.

Peter Hobart Elementary School

Summary of the Peter Hobart Elementary Continuous Improvement Plan (CIP)

GOAL	ACTIONS
All teachers during the two CARE Cycles will focus on collaboration with SPED for academic scaffolds and behavioral deescalation techniques.	Creating systems of support keeping our BIPOC students in IEPs in the classroom (addressing disproportionate numbers in SPED) Co-teaching w/SPED and MLL Addressing racialized spaces in our building Understanding students’ IEPs and goals Differentiations teaching to apply in general education classroom
We will transform and improve our literacy instruction through our collective implementation of CCC (being a reader) to increase the PH total % of students who meet the FAST benchmark (low risk/college pathway) from 59.5% in Fall 2023 to at least 62% (in Spring 24) based on FAST.	Intentionally looking at and analyzing data to fill in gap areas and creating an action plan with progress monitoring Responsive to students’ needs with the curriculum resources (not just teaching the curriculum) Standards based literacy assessments - formative and summative Systematic and explicit instruction in SOR In addition to the classroom teacher, other staff support assessment such as Admin, MLL, SPED, CRLCs, etc.
We will improve our math instruction through our collective implementation of Bridges to increase the typical growth or above in MAP Math for grades 2-5. PH total % of students who meet projected growth for MAP Math 39.1% in Fall-Spring 2022-23 to 41.1% for Fall-Spring 2023-24.	Culturally relevant teaching strategies Student voice and choice Math identity work ML/SPED-co-teaching, co-planning Bridges curriculum Number corner Sharing learning at home Monthly newsletters Highlight standards and learning Go back to foundations Understanding and expressing concepts in their home language before producing in English Making “learning nights” more standards based Consider the factors impacting these scores Examining teacher beliefs around our students Building thinking classrooms
During the 2024-25 school year, Peter Hobart Elementary School will increase the use of non-exclusionary discipline practices by 30%.	PD regarding: (highlight implicit bias) Building meaningful relationship-from 2021 Teach CR and AR curriculum-from 2021 Train staff to recognize all of 2021 YDA Documenting positive and negative behaviors Buddy room/CCC (leader space) or safe space for students who need a break vs sitting in the hallway so students are still engaged in academics We need clear expectations of what this would be used for, and common expectations-a break, not a place to hang out Home visits Family connections CCC SEL curriculum Parent information/guide Intentionally reflective Clear expectations

Park Spanish Immersion

Summary of the Park Spanish Immersion Continuous Improvement Plan (CIP)

GOAL	ACTIONS
Each teacher will collaborate and document at least two CARE cycles related to culturally relevant literacy.	Biweekly CARE team meetings A building-wide literacy goal Grade level job embedded PD tied to CARE and grade level needs. Twice yearly “CARE share” celebrations, reflection, and learning
On the spring 2025 Minnesota Comprehensive Assessments in Reading, student proficiency will increase from 71.5% to 75% demonstrating mastery of the Minnesota ELA standards.	All Classroom and English teachers will teach through unit 7 of the Benchmark Adelante/Advance curriculum by May 30. Teachers will administer common formative and summative assessments for units as indicated on the Instructional calendar. Teachers will integrate science and social studies standards (along with ELA standards) into the 7 units. Student survey yearly These data points will be reviewed at monthly data team meetings and at PLT.
On the spring 2025 Minnesota Comprehensive Assessments in Math, student proficiency will increase from 76.2% to 80% demonstrating mastery of the Minnesota math standards.	Focusing on student mastery of the MN math standards, teachers will teach Bridges through unit 7. Teachers will administer common formative and summative assessments for units as indicated on the Instructional calendar. (Student results will be recorded in a shared spreadsheet according to the pacing calendar). These data points will be reviewed at monthly data team meetings and at PLT.
We will document all family engagement opportunities and evaluate the effectiveness/alignment of the Strategic Plan of these events from families’ perspectives. PSI will increase the “La Prensa” newsletter open rate from 77% to 80% as measured by Constant Contact	Document family engagement opportunities at each grade level. Collect data from surveys/interviews at grade levels to evaluate alignment with strategic plan and opportunities to enhance the family experience Start a Latino parent group Exit interviews with families leaving PSI

Susan Lindgren Elementary School

Summary of the Susan Lindgren Elementary School Continuous Improvement Plan (CIP)

GOAL	ACTIONS
During the 2024-25 school year, all Susan Lindgren CARE Teams will collaborate on at least two complete CARE cycles. The CARE cycles must include 1 cycle in Literacy and 1 cycle in Math.	Clarence, while attending all CARE Team Meetings, will request Literacy and Math Data to be discussed and shared with him. The CARE Teams will update and share actions taken with their focal students each CARE Meeting. The CARE Teams will have at least two share outs to the greater team/staff on their data. (January and May) Teaching Staff will concentrate on collaborating for each student's success across the grade level or learning communities. All staff will use strategies learned from the “Thin Book of Trust” all staff book study during the 2024-25 school year.
The percentage of ALL students’ MCA reading (grades 3-5) proficiency will increase by 2% from 54.9% to 56.9% by the spring of 2025. * Data Source - MDE Report Card Proficiency is defined as an increase in students meeting or exceeding standards in MCA reading grades 3-5. Baseline data is spring 2024 data.	Teachers will receive and follow PD, and continue their implementation of CC Curriculum including Being A Writer to fidelity. Teachers will continue implementation of Lexia Core 5 as a Literacy resource. Teachers will continue implementation of UFLI as a phonemic resource. Teachers will follow Unit Planners - explicitly identifying ELA standards in the unit planners (grades K-5 and specialists) Coaching sessions with CRLCs and teachers *connected to CIP Plan goals. Special Education Teachers will implement SIPPSi intervention resources to students needing this intervention. Informal learning walks by Clarence Pollock biweekly. Clarence will share observations directly with teachers. Monthly site data team meetings
The percentage of ALL students’ MCA math (grades 3-5) proficiency will increase by 2% from 56.4% to 58.6% the spring of 2025. * Data Source - MDE Report Card Proficiency is defined as an increase in students meeting or exceeding standards in MCA reading grades 3-5. Baseline data is spring 2024 data.	Teachers will continue PD and Implementation of Bridges Math Curriculum to fidelity. Bridges Math Curriculum/Resources Bridges Math Curriculum Training for Special Education Teachers. Informal Learning walks completed by Clarence Pollock biweekly. Clarence will share observations with teachers. Monthly site data team meetings
During the 2024-25 school year, 75% of the staff will achieve the level of proficient or distinguished in the TDE Rubric. (We will focus on these specific quadrants.) TDE Quadrants: Ia, Id and IIId Ia-Collaboration with Colleagues to improve student learning. Id- Support of School District Initiatives mission, vision and core values. IIId - Classroom culture of collaboration and respect ( Ubuntu)	Staff Survey beginning and end of school year. (October and April/May) Teaching Staff will share their Racial Autobiographies either in All Staff PD Meetings or CARE Team meetings. Teachers will teach culturally relevant lessons. The Staff/Team will participate in The “Thin Book of Trust” book study during the 2024-25 school year. Reflection time with Arsenio, Clarence and SL CRLCs throughout the 2024-25 school year.

St. Louis Park Middle School

Summary of the St. Louis Park Middle School Continuous Improvement Plan (CIP)

GOAL	ACTIONS
All teachers will implement two CARE Cycles focused on valuing student experiences into their instruction.	Professional Development around Cultural Competence: Student Experiences Valued in Lessons Professional Development around deepening the CARE Team process. CARE Team Log Template shared with staff Monthly CARE Team Meetings
The percentage of students grades 6-8 proficient in math will increase from 32.1% to 37.1% as measured by the 2025 MCA Math Test.	Professional Development around Student Academic Success: Alignment of Instruction to State Standards All MS Courses align to MN Standards through Collaborative Team work: Reset of Expectations Audit MN Academic standards/benchmarks and create curriculum map benchmarks Create CT Logs Building Professional Development Unpacking benchmarks Determining level of rigor and proficiency Creating learning targets Aligning assessments to benchmarks Designing learning opportunities integrated with current students - who they are and what they need to bear the cognitive load Inter-rater reliability Revise unit planner to include MN standards and benchmarks Learning Targets Aligned assessments Implement CPM (new math curriculum)
ML Students will increase their average ACCESS Speaking proficiency score from 2.6 to 3.0 as measured by the 2025 ACCESS speaking test.	Professional Development around Critical Consciousness: Amplification of Student Voice Collaborative Teams: unpack benchmarks WIDA Standards, especially related to speaking determine Level of Rigor and proficiency levels design opportunities to amplify student voice design scaffolds Professional Development provided on: WIDA Standards Ellevation
100% of MS teachers will communicate with families what will be taught in their courses each year and at the start of each unit and when summatives will occur.	All MS Courses will create a public facing document of their course to be posted on the website. All MS teachers will email families at the start of each unit and one week prior to the summative due/scheduled with department lead included.

St. Louis Park High School

Summary of the St. Louis Park High School Continuous Improvement Plan (CIP)

GOAL	ACTIONS
By Spring 2025, 100% of the teaching staff at SLPHS will engage in aligning content standards, scope and sequence, and culturally relevant curriculum design as part of the CARE Team process during the first year of a 5-year plan.	Define Engage Equity learning walks: Develop look-fors in domains cultural competence/critical consciousness Professional Development (staff meetings): Intersections of CRP, RP, & TD&E Half-day Care Team Release Days-2x semester led by CRLC coaches Develop Racially Equitable Written Curricular Unit Planners: Standards-based CRP units of study scope and sequence Aligned benchmarks Horizontal and vertical articulation Articulate definition for ‘content standard’ and its relation to AP and IB Learning Targets w/ Success criteria determining proficiency Common formative/summative assessments
By end of semester 2 (spring 2025) SLPHS will increase the retention of students of color enrolled in AP and IB classes by 2%	Review & revise advanced coursework pathways in the Math and ELA departments to increase access and retention to these courses: Math - Align College-Prep Algebra with the IB Math Applications SL course; continue professional development in the curriculum and instruction of AP Precalculus. ELA - Realign English 11 and 12 pathways with the IB SL and HL offerings, removing “English 11” and “English 12” as pathway options. Develop Racially Equitable Written Curricular Unit Planners: Standards-based CRP units of study scope and sequence Aligned benchmarks Horizontal and vertical articulation Learning Targets w/ Success criteria determining proficiency Common formative/summative assessments Student feedback on their experiences in advanced courses (i.e. survey data, focus groups) Registration process with BOLT & counseling department
SLPHS will reduce the number of Fs from semester 1 and 2 of 2024 to semester 1 and 2 of 2025 through the implementation of the Multi-Tiered System of Supports (MTSS) by 2% by spring of 2025.	Professional Development: MTSS framework, establishing clearly defined supports for Tiers 1 and 2 Finalize Tier 3 SITT process Provide initial training on the MTSS framework. Dates: 9/11, 10/23, 12/11, 2/5, 3/19, 4/30 2.5 hour sessions once a month (12-2:30 PM) (You all are now able to enroll) 6-day summer 2025 course June 9-18th MTSS Tier 1: WIN-What I Need in Park Connections Advisory Grade checks in Park Connections Advisory MTSS Recipe for Success School-wide grading practices: Adopt school-wide reassessment model Increase communication to families regarding progress Standards-based grading practices Learning Targets w/ Success criteria determining proficiency
Reduce the number of SUS/DIS of Black students by 5% through a deepened understanding of non-exclusionary practices and intentional implementation of restorative practices by June 2025.	3 Pillar Focus: Students, Staff, & Community Ensure all discipline referrals are logged in PowerSchool (ie. class removal), to quantify instructional time lost. Disaggregate past 2 years of data to understand themes and patterns contributing to disproportionate use of exclusionary practices with black students. Review RP & Park PRIDE/PBIS implementation in alignment with Policy 506 STUDENTS: RP development-student leadership (i.e. PAC, SOAR, etc.) School-wide community circles/meetings at least 1x quarter in Park Connections STAFF: Professional Development: Restorative conversations Summer MDE Professional Development opportunities RP Team Expansion Monthly optional staff meetings with intentional invites & themed content COMMUNITY: Create one RP community event-Family Engagement night

GOAL	ACTIONS
Through the lens of the Cultural Competence rubric, teachers will examine their racial identities and consider how these understandings shape their instruction and impact their relationships with students.	Professional Development - Toni Sturdivant Affirming Racial Identity in Early Learning Spaces (Video of Recent Event) (Article about her study) When does racial awareness begin? I Like Myself - Fostering Positive Racial Identity in Young Black Children
Foster the development of self-identity for students and their families through integrating culturally relevant literacy instruction during the SY25.	Professional Development - Gholdy Muhammed - Cultivating Genius - Five Pursuits Focus on identity work Connect to literacy ECIPs Activities Determine 2-3 activities that affirm self-identity over the course of the year. Who are we writing this lesson for?
Create a formal MTSS process for Central Early Learning Center students and staff. By August 2025, develop and implement a formal MTSS process at Central Early Learning Center.	Draft/design a MTSS framework by Fall 2024. Provide training to all CELC staff by Spring 2025. Implement a comprehensive MTSS framework by August 2025. (PD) Examine MTSS Explore facets of MTSS Identify focal student “stuck in the pit” Asset Mapping Determine assets and establish a MTSS team and alternative and diverse stakeholder groups within the building staff MN Compass Course PD BILT members participate in foundation PD PD Bloom’s Taxonomy of Higher Order Thinking Skills Examine ways critical thinking skills are developed through play-based learning Develop capacity in differentiating instruction within the taxonomy framework PD Big Questions for Young Minds - Extending Children’s Thinking Resources: Article 1

Through the lens of the Cultural Competence rubric, teachers will examine their racial identities and consider how these understandings shape their instruction and impact their relationships with students.

Professional Development - Toni Sturdivant
- Affirming Racial Identity in Early Learning Spaces
- (Video of Recent Event)
- (Article about her study)
- When does racial awareness begin?
- I Like Myself - Fostering Positive Racial Identity in Young Black Children

Foster the development of self-identity for students and their families through integrating culturally relevant literacy instruction during the SY25.

Professional Development - Gholdy Muhammed - Cultivating Genius - Five Pursuits
Focus on identity work
Connect to literacy ECIPs

Activities
Determine 2-3 activities that affirm self-identity over the course of the year.
Who are we writing this lesson for?

Create a formal MTSS process for Central Early Learning Center students and staff.

By August 2025, develop and implement a formal MTSS process at Central Early Learning Center.

Draft/design a MTSS framework by Fall 2024.

Provide training to all CELC staff by Spring 2025.
Implement a comprehensive MTSS framework by August 2025.

(PD) Examine MTSS

Explore facets of MTSS
Identify focal student “stuck in the pit”

Asset Mapping

Determine assets and establish a MTSS team and alternative and diverse stakeholder groups within the building staff

MN Compass Course PD

BILT members participate in foundation PD

PD Bloom’s Taxonomy of Higher Order Thinking Skills

Examine ways critical thinking skills are developed through play-based learning
Develop capacity in differentiating instruction within the taxonomy framework

PD Big Questions for Young Minds - Extending Children’s Thinking

Resources:

Article 1