Anchor Strategic Improvement Plan 2022-2023

Introduction

Introduction to SSIP

During 2022-2023 school year, the SPS Anchor will align to the SPS District Strategic Improvement Plan. This plan will continue to focus on outcome measures in the areas of English Language Arts/Reading, Math, Attendance and Social Emotional Learning. Each school will develop goals and measurable outcomes under these areas and will make them applicable to their individual school communities. Data will be reviewed at least three times during the school year to measure outcome progress at the Beginning of the Year (BOY) in October, the Middle of the Year (MOY) in February, and the End of the Year (EOY) in June.

Progress Made During Previous School Year

The 2021-2022 school year was still impacted by the pandemic. Despite the challenges that the pandemic created, as a district we continued to focus on our academic achievement goals in literacy and numeracy, as well as improving attendance and supporting the social emotional learning of our students.

Specific to Anchor, Mastery-based teaching and learning, Portrait of a Graduate, Portrait of an Educator and Anchor's mission were created by all stakeholders to ensure equity, improve school climate, and provide and increased practice of student-centered learning.

Key Areas for Growth

22-23 Stamford Public Schools Key Areas for Growth

1. English Language Arts/Reading

2. Math

3. Attendance

4. Social Emotional Learning

DSIP

Mind: English Language Arts/ Reading

All students will acquire and effectively apply critical thinking, creative thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work.

Objective: Implement standards-based/PBL instruction that guides the development of active learning environments and student-centered and that accommodates individual learning differences.

Initiative: Provide a model to support a continuum of services to allow all students access to general education standards.

1. Increase the percentage of students in Tier 1 for academics.

2. Increase in the percent of students in grades 6-12 demonstrating growth on BOY to EOY on the Language Live Assessment. 3. 100% of 12th grade students will earn graduation status.

1. Anchor will continue with a shared vision of instructional best practices and provide differentiated professional development.

2. A coaching cycle will provide teachers support to best implement PBL.

3. Active learning strategy sessions will be planned throughout the year.

4. Review available student performance data quarterly to monitor growth among student groups.

5. Provide consistent communication with family to support all students.

6. Review and implement recommendations from the curriculum audit.

1. Tier 1 - 67%

2. BOY Language Live Assessment Data - TBD

3. Percentage of 12th graders on track - 67%

1. Tier 1 = 73%

2. MOY Language Live Assessment Data - On track to meet goal

3. Number of 12th graders on track- 100%

Mind: Math

All students will acquire and effectively apply critical thinking, creative thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work.

Objective: Implement curriculum and instruction design process that guides the development of flexible learning environments and student-centered and inquiry based instruction that can accommodate individual learning differences.

Initiative: Provide a model to support a continuum of services to allow all students access to general education standards.

1. Increase in percent of students in grades 6-8 demonstrating growth on BOY to EOY on the Math Inventory Assessment.

2. Increase in the percent of students in grades 6-12 passing their core Math class. 3. Increase in the percent of 12th grade students on-track to graduate.

1. Anchor will continue with a shared vision of instructional best practices and provide differentiated professional development.

2. A coaching cycle will provide teachers support to best implement PBL.

3. Active learning strategy sessions will be planned throughout the year.

4. Review available student performance data quarterly to monitor growth among student groups.

5. Provide consistent communication with family to support all students.

6. Review and implement recommendations from the curriculum audit.

1. Middle school students will demonstrate a 10% improvement from their last last Math Inventory Assessment . 2. Percent of students passing their core Math Classes will increase by 10%

On track to meet goal.

Mind, Body & Heart: Social Emotional Learning

All 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.

Objective: Strengthen school climate and social emotional learning (SEL) competencies and capacity.

Initiatives:

a. Design and implement an effective SEL professional learning program for school and district staff.

b. Develop and implement a plan to support, monitor, and evaluate evidenced based SEL programming and practices to improve school climate.

1. School Professional Development plans with evidence of SEL PD.

2. Staff feedback on the quality of SEL PD sessions.

3. Improvement in school climate as measured by district and school Climate Survey

4. Development and implementation of SEL programming and practices at all schools including use of the Schoolwide SEL Implementation Rubric.

Initiative a.

1. Expand Restorative Practices key ideas to all staff through professional development and initiatives.

2. Engage school staff in SEL professional development sessions multiple times throughout the school year to enhance SEL core competencies among staff.

3. Utilize a series of recorded SEL professional development sessions for school-based professional development.

4. Develop and implement a system for schools to utilize district grant and operational funding to support school based SEL needs.

Initiative b.

1. Assess current school SEL programming and provide support and resources for schools to develop and improve SEL programming.

2. Use Schoolwide SEL Implementation Rubric to self-assess schools’ SEL programming.

3. Reestablish School Climate Teams (Identify and train School Climate Specialists, schedule regular meetings to share best practices and provide support).

4. Review, revise, and implement School Climate policy, regulations, and district plan

Students and Staff

By the end of the year, students perceptions of the overall social and learning climate of Anchorl will improve by 10% as evidenced by the Panaroma School Climate Survey.

On track to meet goal.

Heart: Attendance and Engagement

All 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.

Objective: Promote consistent school attendance for all students K-12 and staff.

Initiative: Ensure SPS systematically addresses school chronic absenteeism for staff and students.

1. Decrease in number of students chronically absent by grade and student groups.

1. Continue to utilize district attendance committees (elementary, middle, and high) to develop guidelines and procedures for attendance and school attendance teams with a communication plan for parents.

2. Implement school attendance teams utlizing evidenced based practices for increasing student attendance.

3. Continue to review school and district attendance policies and revise as necessary.

4. Ensure school improvement plans include strategies and goals for addressing truancy and chronic absenteeism.

Chronic absenteeism = 42%

On track to meet goal.

Parent Meetings

Date	Topic	Connection to District Goal Initiative	Connection to Mind/Body/Heart	Grade Levels	Hours
	2021 Return to School	Goals 2&4	Mind/Body/Heart	Pre-K to 12	1.25
	Elementary Magnet Schools Orientation and SPS Lottery Process	Goals 2&4	Mind/Body/Heart	K-8	1
	Kindergarten Information Night	Goals 2&4	Mind/Body/Heart	Pre-K & K	1.5
	Firstview Bus Transportation App	Goal 4	Heart	Pre-K to 12	1
	Let's Talk High School Options for Rising 9th Graders	Goal 2	Mind/Body/Heart	8	1.25
	Restorative Practices in SPS High Schools	Goal 4	Mind/Heart	9-12	1
	Mental Health Pulse for Parents	Goal 4	Mind/Body/Heart	Pre-K to 12	1
	K-1 Report Cards	Goal 2	Mind	K-1	1
	Budget Listening Sesion for Families	Goals 2&4	Mind/Body/Heart	Pre-K to 12	1
	High School Block Scheduling	Goals 2&4	Mind/Body/Heart	9-12	1.25
	Long Term Facilities Presentation	Goals 2&4	Mind/Body/Heart	Pre-K to 12	1.25
	Rethinking Secondary Schools	Goals 2&4	Mind/Body/Heart	9-12	2

Professional Development (PD)

Date	Topic	Connection to District Goal Initiative	Connection to Mind/Body/Heart	Building-Based or District-Based	Hours
8-26-21	SEL and Restorative Practices PD - Mental Health Pulse Elementary	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1.25
8-26-21	SEL and Restorative Practices PD - Mental Health Pulse Middle	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1.25
8-26-21	SEL and Restorative Practices PD - Mental Health Pulse High	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1.25
11-2-21	Understanding and Adapting to Maladaptive Coping in Students- Elementary	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1
11-2-21	Understanding and Adapting to Maladaptive Coping in Students- Secondary	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1
2-22-22	Understanding Mental Health: A look back and how we move forward	Goal 4 - Design and implement an effective SEL professional learning program for school and district staff.	Mind/Body/Heart	District-Based	1